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1
Mundy, Dave. Duh!: Texas, a case study in educational takeover. Plano, Tex: Abique, 1998.
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2
Los reglamentos de las administraciones independientes: Sector financiero, reguladores y Comisión Nacional de los Mercados y la Competencia, autoridades de protección. Cizur Menor (Navarra): Civitas, 2013.
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3
The separation of powers in the contemporary constitution: Judicial competence and independence in the United Kingdom. New York: Cambridge University Press, 2010.
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4
Yuhno, Natal'ya. Mathematics. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002604.
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The textbook presents: theoretical material, solved multi-level tasks on topics and practical exercises, test tasks, theoretical questions that form the communicative competence of students in independent work. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for studying theoretical material and performing independent work in mathematics within the framework of the mandatory hours provided for by the work programs in the discipline PD. 01 "Mathematics: algebra, the beginning of mathematical analysis, geometry" for students of the specialties 23.02.03 "Maintenance and repair of motor transport", 13.02.11"Technical operation and maintenance of electrical and electromechanical equipment (by industry)".
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El'nikova, Galina, and Yuliya Laamarti. Sociology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1086531.
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The manual contains a full and systematic presentation of the University course of sociology. It is aimed at forming students ' General cultural competence, facilitating independent development of the whole scientific Outlook, and a clear civil position, the mastery of basic sociological concepts and the acquisition of research skills.
Meets the requirements of Federal state educational standards of higher education of the last generation.
For students enrolled in asociological bachelor.
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Convegno nazionale di studi regionali (3rd 1988 Genoa, Italy). Istituzioni comunitarie e regioni: Effetti della normativa comunitaria sulle competenze regionali : atti del IIIo Convegno nazionale di studi regionali, Consiglio regionale della Liguria, 18-19 novembre 1988. Napoli: Edizione scientifiche italiane, 1990.
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7
Dupuis-Berruex, Marjorie. Le juge naturel dans le droit de l'ancienne France. Clermont-Ferrand]: Fondation Varenne : L.G.D.J., 2012.
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8
Pospelov, Valentin, Nikolay Kotlyarov, Nikolay Luk'yanovich, Elena Starodubceva, Marina Medvedeva, Petr Tolmachev, and Elena Beznoschenko. International business. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1014638.
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The textbook describes the current trends in the development of international business in the context of the globalization of the world economy. The presentation of the educational material and tasks for students ' independent work are based on the principles of a competence-based approach.
Prepared in accordance with the federal state educational standards of higher education of the latest generation in the direction of training 38.03.01 "Economics" for the profiles "World economy and international business", "Foreign Economic activity".
For students and teachers of economic universities, researchers and practitioners, as well as anyone interested in the problems of international business and foreign economic activity.
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Karpova, Elena, and Elena Chumachenko. Finances of organizations (enterprises). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1003768.
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The tutorial discusses the finances of organizations (enterprises), which are an independent part of financial system that supports the production of goods and services. It is in this part of financial system accounts for a significant part of national income of the country, carried out the distribution of income within organizations and partial redistribution through the budget system and the system of extra-budgetary funds.
Meets the requirements of Federal state educational standards of higher education of the last generation. Structure of the study was developed based on the requirements to level of preparation of graduates in accordance with the competence model of higher education.
For students enrolled in fields of study 38.03.01 "Economics" and 38.03.02 "Management". May be of interest to graduate students, teachers of economic universities, as well as for employees of financial services of commercial organizations.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A review of the implementation of the South Carolina Family Independence Act. Columbia, SC: The Council, 1996.
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11
Effective communication: Independent study. [Emitsburg, Md.?]: FEMA, Emergency Management Institute, 2002.
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Emergency Management Institute (U.S.), ed. Effective communication: Independent study. [Emitsburg, Md.?]: FEMA, Emergency Management Institute, 2002.
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13
Osarov, Jabbor, Dostnazar Khimmataliev, Nozima Kuvatova, Shakhlo Atakhujaeva, Vera Chudakova, and Nigora Akbarova. Pedagogical competence. Pero, 2022. http://dx.doi.org/10.15350/9785002044672.
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In this manual, the general methodical principles of developmental education for students of Pedagogy and Psychology, the meaning and essence of the concept of self-development, the specific features of the formation of self-development competence in students based on the cluster of pedagogical education, the content of educational materials of education based on the competence approach, modern traditional and distance education teaching methods and technologies, socio-cultural environment, methodological aspects of the self-development process of students in the conditions of an educational cluster, self-awareness and management, the model of individual self-development and modern approaches, the importance of independent education in the formation of competence, methods of determining the level of competence formation, this process includes the use of interactive methods and evaluation of the effectiveness of this process. This manual was prepared on the basis of the curriculum of masters of education in pedagogy and psychology, and is intended for use by pedagogues, scientific researchers and undergraduate students working at all levels of the continuing education system.
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Goodin, Robert E., and Kai Spiekermann. Following Leaders. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823452.003.0011.
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The question of leadership is connected to many central debates in democratic theory. In this chapter, the focus is on leadership in terms of beliefs, not desires. Opinion leaders’ influence undermines the Independence Assumption. The first section looks at single opinion leaders, who, if their influence is strong and their competence limited, reduce group competence, often severely. The second section considers multiple correlated opinion leaders. The effects depend on the negative or positive correlation between the opinion leaders, the number of voters following each, and the competence of leaders. Multiple uncorrelated opinion leaders are the topic of the third section. Their influence can be relatively benign if they are many and if they are reasonably competent. Finally, a great many ‘local’ opinion leaders, as envisaged by Lazarsfeld, Berelson, and Gaudet, can offset the negative epistemic impact of a few ‘big’ opinion leaders.
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Arias, Erich A. NMS Review for the Clinical Skills Assessment Exam (National Medical Series for Independent Study). Lippincott Williams & Wilkins, 2001.
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Goodin, Robert E., and Kai Spiekermann. The Classic Framework. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823452.003.0002.
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In the classic setup of the Condorcet Jury Theorem, voters decide by majority vote between two different options. The Competence Assumption is that all voters are more likely than not to identify the correct alternative with the same probability. The Independence Assumption is that the votes are statistically independent. The Sincerity Assumption is that the voters always vote for the alternative they believe to be correct. Two results follow if these conditions are met. First, the Non-asymptotic Result says that the probability of a correct decision increases in group size. Second, the Asymptotic Result says that this probability converges to 1. We show that this convergence happens very quickly.
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Masterman, Roger. Separation of Powers in the Contemporary Constitution: Judicial Competence and Independence in the United Kingdom. Cambridge University Press, 2010.
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Masterman, Roger. Separation of Powers in the Contemporary Constitution: Judicial Competence and Independence in the United Kingdom. Cambridge University Press, 2011.
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Masterman, Roger. Separation of Powers in the Contemporary Constitution: Judicial Competence and Independence in the United Kingdom. Cambridge University Press, 2010.
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Masterman, Roger. Separation of Powers in the Contemporary Constitution: Judicial Competence and Independence in the United Kingdom. Cambridge University Press, 2010.
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21
Ilya, Nuzov, and Freeman Mark. Part II The Right to Know, B Commissions of Inquiry, Principle 7 Guarantees of Independence, Impartiality, and Competence. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198743606.003.0011.
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Principle 7 deals with guarantees of three separate but interrelated aspects of commissions of inquiry: independence, impartiality and competence. This principle emphasizes the need for guarantees of independence, impartiality and competence in two different realms: the process leading to a commission’s establishment, and the commission’s ultimate terms of reference. As such, the scope of Principle 7 overlaps with Principle 6, which deals with the establishment of truth commissions, and Principle 8, which deals with the mandates of commissions of inquiry. This chapter first provides a contextual and historical background on Principle 7 before discussing its theoretical framework and the ways in which the values espoused in Principle 7 are exercised by states in practice.
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Ducasse, Elizabeth. The Competent Caregiver: A Guide to Hiring Care in the Home Independently. Authorhouse, 2001.
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23
NMS Review for the USMLE Clinical Skills Exam (National Medical Series for Independent Study). 2nd ed. Lippincott Williams & Wilkins, 2007.
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24
Neskovic, Aleksandar N. Training for emergency echocardiography. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198726012.003.0070.
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Emergency echocardiography refers to the use of echocardiography in the assessment of patients with suspected cardiovascular disease requiring immediate diagnosis and treatment. The European Association of Cardiovascular Imaging (EACVI) has recently set standards for adequate education and training for the safe and efficient use of echocardiography in emergency cardiac care. The level of competence in echocardiography required for emergency cases is at least the same as for elective cases and competence requirements for emergency echocardiography are the same for cardiologists and non-cardiologists. The EACVI recognizes two levels of competence in emergency echocardiography: the independent operator level and the expert operator level. This chapter discusses general considerations as well as requirements and levels of competence regarding training for emergency echocardiography.
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Goodin, Robert E., and Kai Spiekermann. Taking Cues. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823452.003.0012.
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The theory of ‘low-information rationality’ suggests that rational voters will not spend much time on researching political questions. Instead, most voters, being poorly informed, use cues as ‘informational shortcuts’ before voting. Among the cues are ideology, party label, endorsements, polls, episodic evidence, appearance, and name recognition. Experimental and survey evidence shows that cue-taking can be effective, but will occasionally fail if cues are misleading. Cue-taking tends to be more effective when the cues are informative, if voters take many independent cues into account, and if voters are good at interpreting the cues. Sample calculations confirm that the number of independent cues is particularly important. We also show that cue-taking can be used selectively to boost the competence of only the most uninformed voters for a substantial improvement in group competence.
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Reznik, Semen, and Aleksey Chernitsov. Technologies of intensive formation of economic independence and enterprise competences of students of higher educational institutions. Infra-M Academic Publishing House, 2014. http://dx.doi.org/10.12737/5068.
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Goodin, Robert E., and Kai Spiekermann. Institutional Aids to Epistemic Success. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823452.003.0018.
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This chapter considers how representative democracy can be arranged in ways that positively enhance its epistemic performance. We look, first, at mechanisms to make the decision situation more truth-conducive: finding better or removing confusing alternatives, and improving the evidence base. Second, independence can be enhanced by secret ballots, public campaign funding, public broadcasting, and promoting diverse and multiple opinion leadership. Third, individual or collective competence can be strengthened, though we caution that these mechanisms are of limited potential. A final set of mechanisms promoting better epistemic performance do so by increasing sincerity.
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Istituzioni comunitarie e regioni: Effetti della normativa comunitaria sulle competenze regionali : Atti del IIIo Convegno nazionale di studi regionali, ... regionale della Liguria, 18-19 novembre 1988. Edizione scientifiche italiane, 1990.
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Bacon, Andrew. Vagueness and Ignorance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198712060.003.0005.
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According to a widely held intuition, it is not possible to know whether a borderline proposition is true. If vagueness is a linguistic phenomenon, however, it is hard to explain why this might be, since the sort of ignorance in question appears to be independent of language spoken and linguistic competence. In this chapter, these sorts of considerations are used to argue that linguistic theories cannot explain why borderline propositions are unknown. In response to this sort of challenge, some linguistic theorists have denied the intuition that borderline propositions are always unknown; the chapter raises some problems with these views as well.
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Howard, Varney. Part II The Right to Know, B Commissions of Inquiry, Principle 11 Adequate Resources for Commissions. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198743606.003.0015.
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Principle 11 guarantees adequate resources in support of a commission of inquiry so that it can comply with its legal mandate without compromising its independence and autonomy. A commission with autonomy means that it has control over its own finances and may make its own decisions in respect of the allocation of its resources. The issue of autonomy is inextricably linked to the independence of a commission. This chapter first provides a contextual and historical background on Principle 11 before discussing its theoretical framework, focusing on international law instruments governing the investigation of human rights violations that oblige state parties to adequately resource the responsible investigative agency. In particular, it considers the role of competent authorities, explicit duty, funding principles, and political will. It also examines how commissions of inquiry have been supported in practice and cautions against proceeding with commissions where adequate support is not guaranteed.
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Dame Rosalyn, DBE, QC, Higgins, Webb Philippa, Akande Dapo, Sivakumaran Sandesh, and Sloan James. Part 2 The United Nations: What it is, 11 The Legal Personality of the United Nations. Oxford University Press, 2017. http://dx.doi.org/10.1093/law/9780198808312.003.0011.
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The United Nations (UN) was created by its founding member states when they adopted the UN Charter. Therefore, the legal authority for its existence, status, and possession of legal personality is derived from the role of states as lawmakers in the international system. This chapter discusses the meaning of legal personality and basis for its possession by the UN; status as an international organization; basis for legal personality; consequences of legal personality; position in international law; position in domestic law; what is covered by the legal personality; and the independent competence of subsidiary organs to rely on the UN’s legal personality in international law and such personality granted in municipal law.
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Freitag, Lisa. Extreme Caregiving. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190491789.001.0001.
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Raising a child with multiple special needs or disabilities is a time-consuming and difficult task that exceeds the usual parameters of parenting. This book examines all the facets of that task, from the better-known physical, financial, and emotional burdens to the previously invisible moral work involved. Drawing from narratives written by parents of children with a variety of special needs, academic research in ethics and disability, and personal experience in pediatrics, this book begins to recognize the moral consequences of providing long-term care for a child with complex needs. Using a virtue ethic framework based on Joan Tronto’s phases of care, it isolates the various tasks involved and evaluates the moral demands placed on the parent performing them. Raising a child with special needs requires an excess of attentiveness, responsibility, competence, and responsiveness, and demands from the parent a reassessment of their personal and social lives. In each phase, moral work must be done to become the sort of person who can perform the necessary caregiving. Some of the consequences are predictable, such as the emotional and physical burden of constant attentiveness and numerous unexpected responsibilities. But the need for competence, which drives an acquisition of medical knowledge, has not previously been analyzed. Nor has there been recognition of the enormous moral task of encouraging identity formation in a child with intellectual delays or autism. For a child who cannot attain independence, parents must continue to provide care and support into an uncertain future.
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Agarwal, Anil, Neil Borley, and Greg McLatchie. General surgery. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199608911.003.0001.
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This chapter covers topics a surgical trainee will find useful. Preoperative assessment covers ASA Grades, NICE guidance, cardiopulmonary exercise testing (CPEX), P-POSSUM. Preoperative medication review covers medications to continue, and medications to be stopped. Consent details test of materiality, Montgomery vs Lanarkshire Health Board, adults who lack capacity, best interests, Advanced Directive, Living Will, Lasting Power of Attorney, Independent Mental Capacity Advocate (IMCA), Gillick Competency, delegation of consent, and consent forms. Surgical site infections (SSIs), NICE guideline on antibiotic prophylaxis, and venous thromboembolism (VTE). The WHO surgery checklist explains team brief, sign in, time out, sign out, debrief. Types of skin preparation—chlorhexadine, betadine. Absorbable, non-absorbable sutures, synthetic, biological meshes. Enhanced recovery, day surgery. Diathermy, ultrasound devices, lasers. Duty of candour. Open and close midline laparotomy incision, induction of pneumoperitoneum, diagnostic laparoscopy. Lichtenstein, totally extraperitoneal (TEP), transabdominal preperitoneal (TAPP), Lockwood, Lothiesen, McEvedy femoral hernia repair, ventral and incisional hernia repair, excision biopsy, abscess incision and drainage, ingrowing toenails.
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Sajó, András, and Renáta Uitz. Dangerous Liaisons. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198732174.003.0005.
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This chapter examines the idea of separating distinct governmental functions into at least three branches (horizontal separation) as a means to safeguard individual liberty. The three branches of government have different functions: the legislature legislates, the executive branch executes the laws, and the judiciary administers justice. This corresponds to the functional distribution of essential governmental tasks and competences. The chapter explores how governments based on separated (or at least divided) powers work, in a perpetual balancing exercise as a result of the operation of checks and balances. Finally, it discusses independent agencies that are now routinely added to the old constitutional mix of powers and the problem of outsourcing public powers to private actors.
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Stroud, Barry. Feelings and the Ascription of Feelings. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809753.003.0012.
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This chapter is a philosophical discussion of beliefs, knowledge, sensations, and feelings. It also discusses self-ascription of actions and intentions. In particular, it examines David Finkelstein’s response to some remarks by Ludwig Wittgenstein about the conception of oneself, or the kind of self-consciousness, involved in ascribing feelings and sensations rather than thoughts or beliefs to ourselves. It also considers Finkelstein’s rejection of John McDowell’s claim that a sensation must be understood as ‘something that is not present prior to or independently of its being brought under a concept’. The chapter argues that when we come to the capacity for self-predication, knowledge of the truth of what is said is also part of competent self-ascription.
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Piechowski, Lisa Drago. Preparation for the Evaluation. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195341096.003.0004.
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This chapter focuses on preparation for the evaluation of disability that helps the evaluator to avoid inappropriate referrals, to ensure that relevant and sufficient data are efficiently collected during the evaluation, and to facilitate compliance with ethical and legal requirements. It first considers the contact between the potential evaluator and the referral source, which may be a disability insurance company, an attorney representing the claimant or the company, or an independent vendor. It then looks at practical concerns in disability evaluations, including conflict of interest and multiple relationship, time constraints and scheduling availability, competence/expertise, access to necessary psychometric instruments, and financial arrangements. The chapter also explains how the scope of the disability evaluation should be defined and discusses the evaluator's contact with referral sources, attorneys, and claimants; logistics and schedules of disability evaluations; authorization and consent; documentation of the evaluation; and adjudication versus litigation of disability claims.
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Antonios, Tzanakopoulos. Part II Public Obligations and Regulatory Responsibilities, B Sanctions and Regulatory Responsibilities, 9 UK Sanctions Regimes. Oxford University Press, 2017. http://dx.doi.org/10.1093/law/9780198716587.003.0009.
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There are two principle sources of sanctions regimes applicable to the UK, this chapter shows: those of the European Union (EU) and the United Nations (UN). The chapter first looks at the EU regime. The EU operates thirty-eight different sanctions regimes as of May 2016. They are of two types: regimes designed to implement UN-mandated sanctions regimes; and the EU’s autonomous sanctions regimes. Current EU policy on sanctions has been continuously updated. As the EU Basic Principles make clear, the EU looks principally to the UN Security Council as the source of sanctions. The UK sanctions regimes, which give effect to UN sanctions regimes, are principally introduced for three purposes: to legislate in the absence of EU competence (for example to introduce financial sanctions against so-called ‘domestic’ terrorists); to give effect to EU regimes (for example to impose penalties for failure to comply with obligations introduced by means of an EU Regulation); and to introduce measures ahead of an EU regime (where by acting unilaterally, the UK can act more speedily) or even independently.
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Halla-aho, Hilla. Scribes in Private Letter Writing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198768104.003.0010.
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This chapter examines the role of scribes in private letters from Roman Egypt. The role of the scribe here refers to the scribe’s activity in producing the linguistic form of the letter. Most private letters in Roman Egypt were not written by their senders, but by a scribe (usually not professional) to whom the sender dictated his message. It is pointed out that on the levels of orthography, phonology, and morphology, we see predominantly the output of the scribe. Concerning syntax, it is possible to distinguish two types of scribal behaviour: first, reproducing the author’s message in the forms it was dictated to the scribe, and secondly, composing the letter text more or less independently. Reproducing the author’s syntax appears to have been the normal practice, but in certain occasions linguistic comparison provides clear evidence that a competent scribe took care of the final wording on behalf of the author.
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Kleespies, Phillip M. Medical Illness, Suicide, and Assisted Death. Edited by Phillip M. Kleespies. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199352722.013.28.
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Because of their focus on psychopathology, mental health clinicians may overlook the potential significance of medical illness as a risk factor for suicide. In this chapter, the author presents evidence that physical illness, particularly certain physical illnesses, can be independent risk factors for suicide. In a number of these illnesses, depression is clearly a confounding risk factor, while in others the illness itself or its consequent functional impairments may lead to increased risk. When an individual has multiple physical illnesses, as often happens with the elderly, the cumulative burden can become overwhelming and heighten the risk of suicide. When physical illness becomes terminal, the competent patient has the right to refuse life-sustaining treatment. Whether that individual can receive assistance in dying has been more controversial. The chapter concludes with a presentation of data from a state where assisted suicide, also known as assisted death, has been legalized.
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Sigalas, Emmanuel. The European Union Space Policy. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190228637.013.183.
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The European Union Space Policy (EUSP) is one of the lesser known and, consequently, little understood policies of the European Union (EU). Although the EU added outer space as one of its competences in 2009 with the ratification of the Lisbon Treaty, the EUSP roots go back decades earlier.Officially at least, there is no EUSP as such, but rather a European Space Policy (ESP). The ESP combines in principle space programs and competences that cut across three levels of governance: the supranational (EU), the international (intergovernmental), and the national. However, since the EU acquired treaty competences on outer space, it is clear that a nascent EUSP has emerged, even if no one yet dares calling it by its name.Currently, three EU space programs stand out: Galileo, Copernicus, and EGNOS. Galileo is probably the better known and more controversial of the three. Meant to secure European independence from the U.S. global positioning system by putting in orbit a constellation of European satellites, Galileo has been plagued by several problems. One of them was the collapse of the public–private partnership funding scheme in 2006, which nearly killed it. However, instead of marking the end of EUSP, the termination of the public–private partnership served as a catalyst in its favor. Furthermore, research findings indicate that the European Parliament envisioned an EUSP long before the European Commission published its first communication in this regard. This is a surprising yet highly interesting finding because it highlights the fact that in addition to the Commission or the European Court of Justice, the European Parliament is a thus far neglected policy entrepreneur. Overall, the development of the EUSP is an almost ideal case study of European integration by stealth, largely in line with the main principles of two related European integration theories: neofunctionalism and historical institutionalism.Since EUSP is a relatively new policy, the existing academic literature on this policy is also limited. This has also to do with the degree of public interest in outer space in general. Outer space’s popularity reached its heyday during the Cold War era. Today space, in Europe and in other continents, has to compete harder than ever for public attention and investment. Still, research on European space cooperation is growing, and there are reasons to be optimistic about its future.
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Hines, James R. Skating in the New World. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039065.003.0003.
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This chapter discusses the development of skating in the New World. There is much evidence of skating activity throughout the Colonies in the years before the American Revolution. It was a recreational activity, with racing being especially popular, but as a discipline little is known about it. Bone skates as a practical solution for travel across frozen landscapes were discovered independently in various parts of the world. French trappers who worked in eastern North America learned from the Iroquois Indians the practice of tying bones to their feet to traverse frozen rivers. Thus, in North America as in Europe and Asia, skating on bones must have existed for thousands of years. Bladed skates, however, were probably unknown in the New World before the eighteenth century, perhaps introduced by British officers stationed in Nova Scotia following its seizure from the French in 1713. By the mid-eighteenth century, skating was practiced along the East Coast whenever ice was available. Philadelphia became skating's first important center and could boast of competent figure skaters.
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Ryan, Matt. Why Citizen Participation Succeeds or Fails. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529209921.001.0001.
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When and how do ordinary citizens gain substantial control over important collective decisions affecting their lives? This book provides new answers to that question by systematically accumulating evidence in novel ways. This comparative review of participatory budgeting reveals the factors behind its success and failures in achieving democratic engagement. The book describes the application of Qualitative Comparative Analysis to systematically accumulate evidence of citizens gain control over important collective decisions in Participatory Budgeting. Analysis shows that popular claims that there are several single necessary conditions for citizens to gain such control over collective decisions have been imprudent. Nevertheless, a political leadership committed to participation is almost always required for sustained citizen control of political decisions over the longer term. There is evidence that these good outcomes only occur where those willing leaders can rely on strong support and competence from administrative staff, or alternatively where participatory leaders have strong fiscal independence. Perhaps controversially, the evidence for the importance of civil society conditions, which have played a strong role in theories of successful citizen participation, is mixed. The relevance afforded civil society in explanation depends on the level of uncertainty that researchers are willing to accept in their theories and reveals issues of conceptualisation of civil society roles in participatory programmes. Where politicians and bureaucratic staff are committed to supporting programmes, mobilised civil society organisations may serve to overcome fiscal constraints. Comparing global examples of both positive change and notable failure, it provides persuasive evidence and guidance for future public involvement in policymaking.
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Brink, David O. Fair Opportunity and Responsibility. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198859468.001.0001.
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Fair Opportunity and Responsibility lies at the intersection of moral psychology and criminal jurisprudence and analyzes responsibility and its relations to desert, culpability, excuse, blame, and punishment. It links responsibility with the reactive attitudes but makes the justification of the reactive attitudes depend on a response-independent conception of responsibility. Responsibility and excuse are inversely related; an agent is responsible for misconduct if and only if it is not excused. Consequently, we can study responsibility by understanding excuses. We excuse misconduct when an agent’s capacities or opportunities are significantly impaired, because these capacities and opportunities are essential if agents are to have a fair opportunity to avoid wrongdoing. This conception of excuse tells us that responsibility itself consists in agents having suitable cognitive and volitional capacities—normative competence—and a fair opportunity to exercise these capacities free from undue interference—situational control. Because our reactive attitudes and practices presuppose the fair opportunity conception of responsibility, this supports a predominantly retributive conception of blame and punishment that treats culpable wrongdoing as the desert basis of blame and punishment. We can then apply the fair opportunity framework to assessing responsibility and excuse in circumstances of structural injustice, situational influences in ordinary circumstances and in wartime, insanity and psychopathy, immaturity, addiction, and crimes of passion. Though fair opportunity has important implications for each issue, treating them together allows us to explore common themes and appreciate the need to take partial responsibility and excuse seriously in our practices of blame and punishment.
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Fairbrother, Malcolm. Development: Institutional Perspectives. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.146.
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There are three key literatures on the political economy of development that all emphasize the importance of institutions, but in different and somewhat contradictory ways. These literatures focus on developmental states, good governance, and political economic pathways. The developmental states literature is based largely on case studies of East Asian countries that have, since about 1950, largely “caught up” to the already developed nations in Europe, North America, and the Antipodes. The central conclusion of this literature has been that successful late development requires a competent, committed state bureaucracy, independent enough to be capable of imposing its will on domestic businesspeople, but also sufficiently connected to them so as to make good decisions about what will to impose. The literature focusing on good governance, based largely in economics, also sees state actions and characteristics as keys to positive development outcomes. But while the developmental states literature argues that states need to play an interventionist role in “governing” markets (including not infrequently restricting them), the good governance literature usually looks more favorably on free markets. Finally, research in the political economic pathways literature tends to examine much longer periods of time than the other two literatures, and typically emphasizes economic and political developmental outcomes as joint products of differences in the historical trajectories followed by different countries. The key explanatory variables for this literature are a country’s circumstances in the colonial period, and levels and types of social inequality.
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Hamer, Kenneth. Professional Conduct Casebook. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817246.001.0001.
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There are approximately 100 new cases each year coming before the higher courts dealing with regulatory and disciplinary issues. Cases involving health care professionals, the legal and accountancy professions and the police, including the Independent Police Complaints Commission, are heard daily in the Administrative Court in London or in Manchester, and cases concerning financial services are regularly heard in the Upper Tribunal. Frequently cases go on appeal to the Court of Appeal and occasionally to the Supreme Court. Additionally, cases involving issues of professional conduct are heard in the Court of Session in Scotland and the High Court in Northern Ireland. Now in its third edition, Kenneth Hamer's Professional Conduct Casebook is a leading authority and continues to be the only book to provide comprehensive coverage of the growing body of case law in this developing area. Containing 85 chapters in an easy-to-use A-Z format, it analyses all key professional conduct and competence cases in one single volume, distilling the general principles from the legislative framework and offering lucid and informed summaries for today's busy practitioner. Key words included in the margin beside each case enables the reader to see at a glance the critical features of the case in question. The book covers every issue arising in the course of professional conduct proceedings, from absence of the practitioner through to the unrepresented practitioner and witnesses. The author expertly identifies all of the relevant source material that needs to be considered when confronted by a specific issue, and provides clear, practical guidance. Each chapter examines the legal framework of all the applicable statutory and non-statutory provisions, details any relevant guideline remarks which set out general principles, and summarizes all relevant case law. The book is an indispensable source of reference for every regulatory and disciplinary lawyer, and all professionals engaged in this work.
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Smalskys, Vainius, and Jolanta Urbanovič. Civil Service Systems. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190228637.013.160.
Full textAbstract:
Civil service consists of civil servants and their activity when implementing the assigned functions and decisions made by politicians. In other words, it is a system of civil servants who perform the assigned functions of public administration. The corpus of civil servants consists of people who work in central and local public administration institutions. The concept and scope of civil service in a particular country depends on the legal framework that defines the areas of public and private sectors and their relationship. In many countries, civil service consists of an upper level, a mid-level, and civil servants who work for coordinating, independent, and auxiliary institutions. However, the scope of civil service in different countries varies. When analyzing/comparing civil service systems of different countries, researchers often categorize them as Western European, continental European, Anglo-American, Anglo-Saxon, Eastern European, Scandinavian, Mediterranean, Asian, or African.All European Union member states can be classified into two groups: the career system—dominant in continental Europe, with the prevalence of traditional-hierarchical public administration, rational bureaucracy, and formalized operational rules—and the position system—dominant in Anglo-Saxon countries, with the prevalence of managerial principles, pragmatic administration, and charismatic leadership. Neither of the two models exists in pure form. If features of the career model dominate in the civil service of a country, it is identified as a country with the career CS model; if elements of the position model dominate the country is identified as a country with the position civil service model. An intermediate version of this model, characteristic of a number of countries, is the mixed/hybrid model.Many civil service researchers claim that in the case of two competing systems of civil service—closed (the career model) and open (the position model)—reforms of the open civil service system win. It has been argued that the organizing principles of the open, result-oriented civil service system (the position model), which is under the influence of “new public management,” will permanently “drive out” the closed, vertically integrated and formal procedure-oriented career model. Scholars argue that civil servants of the future will have to be at ease with more complexity and flexibility. They will have to be comfortable with change, often rapid change. At the same time, they will make more autonomous decisions and be more responsible, accountable, performance-oriented, and subject to new competency and skill requirements.