Teses / dissertações: "Jewish Funds for Justice"

1

Ahn, Jeen Ho. "Social justice in the Epistle of James". Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1589/.

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Davies, Helen Margaret. "Jewish identity, social justice and capitalism : the making of the Pereire brothers /". Online version, 2005. http://bibpurl.oclc.org/web/22262.

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Durdin, Andrew. "The Spectacle of the Sotah: A Rabbinic Perspective on Justice and Punishment". unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-07202007-192056/.

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Thesis (M.A.)--Georgia State University, 2007.
Title from file title page. Kathryn McClymond, committee chair; Timothy Renick, Louis Ruprecht, William Gilders, committee members. Electronic text (71 p.) : digital, PDF file. Description based on contents viewed Nov. 12, 2007. Includes bibliographical references (p. 69-71).

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Sahlström, Julia. "Trials and Social Memory : Swedish-Jewish reactions to justice, retribution and the Holocaust". Thesis, Uppsala universitet, Hugo Valentin-centrum, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352838.

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Schmerling, Jennifer Braunstein. "Jewish Leaders' Access to IDEA Funds for Parentally Placed Private School Children| A Basic Qualitative Study". Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784462.

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This qualitative study was designed to gain insight on Jewish leaders’ conceptualizations and access to IDEA funding for their parentally placed private school children when Free Appropriate Public Education (FAPE) is not at issue. Additionally, this study explored the various ways Jewish leaders aid and advocate for these students. The current literature on parentally placed private school children with disabilities and IDEA funding is limited (Taylor, 2005). Therefore, this study sought to bridge this gap and inform policy makers, practitioners, and parents on the complexities of this topic. The methodology consisted of in-depth interviews and document collection and analysis. Participants were selected through a snowball sampling technique and were Jewish leaders from Jewish Day Schools in the Mid-Atlantic region: Maryland, Washington D.C. and Virginia. Their roles included principals, division heads, heads of school, and learning specialists. In-depth interviews were conducted with each participant over a span of two and a half months. Then these interviews were carefully read, transcribed, and coded using both In Vivo and descriptive codes. Six rich themes emerged through coding and document analysis. Documents collected were both private and public documents and were coded in a similar manner. The themes that emerged are as follows; Leader, Parent, and Educator Knowledge, A Jewish Day School’s Internal Process, Building Relationships with Stakeholders, Utilizing Internal and External Resources, The Belief of Inequity, and Mission and Advocacy. The themes were tied back to the conceptual framework and answered the research questions that guided the study. Methods of validity included triangulation and member checks. Maxwell’s (2013) research design ensured that there was consistent reflection and interaction between the goals, conceptual framework, methods, validity, and research questions of the study. In conclusion, the findings of this research hope to heighten awareness to Jewish educators, schools, and communities.

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Pugh-Jones, Alana Frances. "Justice and identity : the 'non-Jewish Jew', cosmopolitanism and anti-apartheid activism in twentieth century South Africa". Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/3718.

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Mathers, Adam. "Community Benefit Funds and Wind Power: A Scottish Case Study". Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-362815.

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The Scottish government’s aim of deriving 100 per cent of the nation’s electricity from renewable sources is dependent on the utilisation of wind energy. Social barriers, however, have continued to threaten these targets. Community benefit funds have often been paraded as the most common way of improving public attitudes towards wind farms in the United Kingdom, although little empirical evidence exists to support this notion. Using the proposed Ourack wind farm, approximately three and a half miles north of Grantown-on-Spey in the Scottish Highlands, this case study, consisting of a sequential explanatory research design comprised of an initial close-ended survey followed by in-depth semi-structured interviews, sought to explore the community’s perceptions of community benefits, identify the type of fund that the community wanted, and investigate the role of such benefit provisions in altering perceptions of wind farms. The key findings indicated that the majority of participants were in favour of benefits being provided, they preferred funding to be directed towards community organisations, and approximately one third of research participants (31.6 per cent) perceived the proposed wind farm in a more positive light after considering the possible benefits the region would accrue. Furthermore, the research indicated the need for community benefits to become a standardised part of the planning process, thus reducing the likelihood of financial benefits being perceived as bribes, and allowing developers to provide greater information about any proposed benefits scheme prior to applying for planning permission. There are implications of this study for academics researching the role of community benefits in wind farm planning, and policymakers and developers for understanding the wants and needs of community members.

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Lauer, Rena. "Venice's Colonial Jews: Community, Identity, and Justice in Late Medieval Venetian Crete". Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11520.

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This dissertation offers a social history of the Jews of Candia, Venetian Crete's capital, by investigating how these Jews related to their colonial sovereign, their Latin and Greek Christian neighbors, and their diverse co-religionists in the fourteenth and fifteenth centuries. Latin ducal court records, Hebrew communal ordinances, and notarial materials reveal the unique circumstances of Venetian colonial rule on Crete, including the formalized social hierarchy dividing Latin and Greek Christians, ready access to the Venetian justice system, and Venetian accommodation of pre-colonial legal precedents. Together, these elements enabled and encouraged Jews--individuals and community alike--to invest deeply in the institutions of colonial society. Their investment fostered sustained, meaningful interactions with the Latin and Greeks populations. It even shaped the ways in which Jews engaged with one another, particularly as they brought their quotidian and intracommunal disputes before Venice's secular judiciaries. Though contemporary religious authorities frowned upon litigating against co-religionists in secular courts, people from across the spectrum of Candiote Jewry, from community leaders to unhappily married women, sought Venetian judicial intervention at times.
History

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Pasto, James Allan. "Funds of Knowledge that Support Teacher-Student Relationships: A Narrative Study of Effective Teachers". Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/200.

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Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacherstudent relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups. The first phase consisted of one-on-one interviews, where the participants were asked questions on effectiveness, teacher-student relationships, and administrative support. The results from these interviews were analyzed for themes. The themes were then brought to the participants in forms of two focus groups for further exploration and clarity. Findings indicate that teachers characterize six themes in positive teacher-student relationships; student voice, humanization, trust, openness, respect, and personal connections. Three areas of school support were also uncovered; this included community circle, time to connect, and opportunities outside the classroom. The findings support the need for educators to be aware of the elements of positive relationships and to include these areas of school support in teacher and leader preparation programs.

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Cohen, Michelle Amy Cadena Marisol de la. "Delving into the ruins the AMIA bombing, the struggle for justice, and the negotiation of Jewish belonging in Argentina /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2497.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Oct. 5, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Anthropology." Discipline: Anthropology; Department/School: Anthropology.

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Bibic, Sasa. "An Ethnographic Approach to Education: Learning Through Relationships". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/118.

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The purpose of the ethnographic narrative project was to understand ourselves and our students in a more in-depth manner. The ethnographic narrative project has allowed me to explore myself, my students, my classroom, the community I teach in, and the link each of these has to social justice. In order to best serve our students as educators, we must comprehend all of the funds of knowledge our students possess and utilize these facets to aid their learning. I have found that understanding my students cultural, social, academic assets is critical to fulfilling their needs both as students and individuals. I have also explored my own strengths and areas of growth as an educator and solidified my teaching identity. As educators we must not only teach our students academic skills teach social and emotional assets as well.

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Wilshere, Andrew Thomas Hugh. "The rights of the other : Emmanuel Levinas' meta-phenomenology as a critique of Hillel Steiner's 'An Essay on Rights'". Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/the-rights-of-the-other-emmanuel-levinas-metaphenomenology-as-a-critique-of-hillel-steiners-an-essay-on-rights(a85fdbcc-e135-4e29-8229-1899c80182cc).html.

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In contemporary philosophy about justice, a contrast between empirical and transcendental approaches can be identified. Hillel Steiner represents an empirical approach: he argues for building an account of justice-as-rights out of the minimal inductive material of psychological linguistic and moral intuitions. From this opening, he ultimately concludes that persons have original rights to self-ownership and to an initially equal share of natural resources. Emmanuel Levinas represents a transcendental approach: he argues that justice arises from a transcendent ethical relation of responsibility-for-the-Other. This relation underpins all subjective cognition, and makes rationality, reasoning, and rights possible. Analysis of each of these positions reveals certain problems. On the one hand, Steiner’s argument contains a number of latent methodological, conceptual, and structural presuppositions. These include the pretheoretical concepts of “person”, “equality”, and “consistency”. These presuppositions prefigure and condition the conclusions which Steiner reaches. On the other hand, Levinas fails to provide a convincing account of how the self comes to be an object of my own deliberations about morality and justice. This amounts to an annihilation of the subject which undermines his argument for the subject as a site of responsible action. As Steiner identifies, justice encompasses equal moral agents. Levinas’s hyperbolic description of the ethical relation’s asymmetry must therefore be revised. Nevertheless, what remains is the strength of Levinas’s argument for the priority of the ethical relation over thematization, rationality, and consciousness. The hidden presuppositions supporting Steiner’s work are evidence of Levinas’s plausibility in this respect. Steiner’s account of justice-as-rights requires a prior ethical relation in which we recognise one another as separate persons, each possessing an ethical status of their own; an attitude of justice motivates Steiner’s description of justice. This attitude is evident in language, which is communication before it is thought. In that individual rights can be conceived only on the basis of a relation of responsibility, rights are primordially the rights of the Other.

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Gutiérrez, Rodrigo Jorge. "Building "Consciousness and Legacies": Integrating Community, Critical, and Classical Knowledge Bases in a Precalculus Class". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/305882.

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Grounded in Freire's (1970) notion that the purpose of education in an unjust society is to bring about equality and justice, Critical Mathematics (CM) scholars consider mathematics to be a tool to understand, critique, and change the world by deconstructing power structures that marginalize certain groups. In particular, Gutstein's (2006) framework for integrating students' Community, Critical, and Classical mathematics knowledge bases (3 Cs) advocates for mathematics instruction that incorporates students' informal and everyday experiences. This involves investigations into social phenomena that draw on students' perspectives and experiences to inform critical analysis, while developing mathematical power. This dissertation presents the findings from a critical ethnographic study of a veteran teacher of color's approach to integrating the 3 Cs in his Precalculus class. In addition to discussing the creation and implementation of CM activities, this study examined the perspectives and participation of students of color during these curricular units. Data from 12 students of color, including interviews, focus groups, classroom observations, and student work, were collected over the course of a school year. Detailed descriptions are presented of three CM activities (i.e., Local Poverty Unit, AIDS Lab, Gini Coefficient Unit).Analysis of student participation found that students engaged most fully when units integrated transparent mathematical concepts into non-traditional social investigations. CM activities that lacked mathematical activity and/or reproduced traditional instructional norms resulted in high levels of open and passive resistance. Analysis of student perspectives found that repeated opportunities to integrate the 3 Cs promoted shifts in students' orientation toward mathematics. Some students came to see new ways of learning and using mathematics that included various means of participation and connections to one's personal life. In the end, students recognized that mathematics could be relevant and powerful for making sense of the world (reading the world), and acknowledged its potential for bringing about change (writing the world). Findings point to the essential role personalization plays in helping students develop a sense of social agency. That is, by prioritizing Community knowledge and inviting students to incorporate personal and family stories, teachers promote students' integration of their personal perspectives and experiences into their critical analyses.

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Massart, Mordechai Ben. "A Rabbi in the Progressive Era: Rabbi Stephen S. Wise, Ph.D. and the Rise of Social Jewish Progressivism in Portland, Or, 1900-1906". PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/729.

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Rabbi Stephen S. Wise presents an excellent subject for the study of Jewish social progressivism in Portland in the early years of the twentieth-century. While Wise demonstrated a commitment to social justice before, during, and after his Portland years, it is during his ministry at congregation Beth Israel that he developed a full-fledged social program that was unique and remarkable by reaching out not only within his congregation but more importantly, by engaging the Christian community of Portland in interfaith activities. In so doing, Wise broke off from the traditional role expected of rabbis by bringing social causes to the fore over traditional Jewish observances. This thesis examines the years and contributions of Stephen Wise in Portland between 1900 and 1906. An overall study of the Jewish community in Portland is presented along with a general description of the condition of how both German and Eastern European Jews through their settlement, business occupation, and pace of assimilation came to envision their integration into the American mainstream. In order to fully appreciate Wise's commitment to social progressivism in Portland, this study will look to detail how Liberal Judaism, Ethical Culture, and the Social Gospel movement provided Wise with the means to combine his rabbinate with public advocacy in the prophetic tradition. The thesis then focuses on Wise's social activities and struggles against child labor, gambling, and prostitution with a special interest on the Chinese Exclusion Acts that struck the small but active Chinese community of Portland.

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Banda, Simon Vilex. "Jesus as 'radical social prophet' : an appraisal of Richard Horsley's Jesus and the spiral of violence (1987) / Banda, S". Thesis, North-West University, 2012. http://hdl.handle.net/10394/6990.

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Traditionally, Jesus and the contents of the Bible have always been thought of as exclusively concerned with spiritual and religious matters. The topic of Jesus and the social and political dimensions of the Gospel is therefore still a controversial idea for many Christians. Responses to the notion of Jesus as a social and political figure range from ignorance to avoidance and even resistance. Nevertheless scholars continue, in various ways, to explore and integrate the relationship between the religious, social and political dimensions of Jesus' words and actions. The aim of this study is to critically evaluate the notion of Jesus as 'radical social prophet‘ as set out in Horsley‘s book Jesus and the Spiral of Violence (1987). The purpose is to establish the historical validity of this notion and to determine its significance and implications for contemporary Christian reflection, teaching and discipleship. The study describes the development and impact of the social sciences on the interpretation of the New Testament. It also explains Horsley‘s presuppositions and method. An analysis of Horsley's construction of the historical, social and political context of Jesus‘ first century world is made. Horsley‘s view of the Kingdom of God is also discussed. The grammatico–historical examination of Horsley‘s reading of selected key biblical and extra–biblical texts forms a crucial part of the investigation. An appraisal of Horsley‘s notion of Jesus as 'radical social prophet‘ is made and its implications noted. The study finds adequate grounds for seeing Jesus fulfilling the role of a 'radical social prophet‘ in the same manner as the Old Testament prophets. The conclusion reached is that Horsley‘s (1987) notion of Jesus as 'radical social prophet‘, while inadequate to account for the theological nature and mission of Jesus, is nevertheless useful to highlight the often overlooked social and political dimensions of Jesus and the Gospels.
Thesis (M.A. (New Testament))--North-West University, Potchefstroom Campus, 2012.

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Garcia, Laura Catalina Bustamante. "Plano de modernização e tecnologia “Justiça mais Próxima” em Portugal:seguimento e monitorização da implementação do programa". Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2018. http://hdl.handle.net/10400.5/15218.

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Dissertação de Mestrado em Administração Pública
As mudanças mundiais nos diferentes níveis durante as últimas décadas requerem de Estados que garantam respostas oportunas e adequadas às mesmas, e por tanto, a Administração pública deve ser mais eficiente e eficaz com o objetivo de adaptar às suas necessidades com a própria capacidade financeira. A doutrina da governança pública estimula e fomenta a interação dos diferentes atores do Estado, com o propósito de encontrar meios eficazes para atingir os objetivos que têm sido construídos socialmente num ambiente de inclusão, interdependência, administração responsável dos fundos públicos e eficiência. Em conformidade com informação oficial do Ministério de Justiça de Portugal, a modernização da Justiça constitui um dos desígnios do XXI Governo Constitucional, entre outras iniciativas, através do Plano de Ação “Justiça mais Próxima”. Este Plano tem por objetivo contribuir para o desenvolvimento de uma Justiça ágil, transparente, humana e mais próxima do Cidadão. O Plano refere uma estratégia potenciada pelo digital e focada nas reais necessidades dos diferentes públicos-alvo e ambiciona ser um motor de alteração do paradigma vigente no setor. Esta investigação resulta de uma descrição e análise de um processo de modernização dentro do setor de Justiça de Portugal à luz da doutrina da Governança pública, sob dois pilares: inovação e eficiência.
The global changes at different levels during the last decades require States to guarantee timely and adequate responses to this changes, and therefore, the Public Administration should be more efficient and effective aiming to adapt their needs with their own financial capacity. The doctrine of Public governance stimulates and encourages the interaction of different actors of the State, with the purpouse of finding effective means to achieve the objectives that have been socially constructed in an environment of inclusion, interdependence, accountability and efficiency. According to official information from the Ministry of Justice of Portugal, the modernization of Justice is one of the aims of the XXI Constitutional Government, among other initiatives, through the Action Plan "Justiça mais Próxima". The objective of this Plan is to contribute to the development of an agile, transparent, human and closer to the Citizen justice. The Plan refers a digital-enhanced strategy focused on the real needs of the different target audiences and aspire to be an engine for changing the current paradigm in the sector. This research stems from a description and analysis of a modernization process within the Justice sector of Portugal in the light of the doctrine of Public governance, under two bases: innovation and efficiency.
N/A

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17

Weisers, Marie-Anne. "Juger les crimes contre les Juifs: des Allemands devant les tribunaux belges, 1941-1951". Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209269.

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La thèse porte sur le travail effectué par la justice belge, après la Seconde guerre mondiale, face aux crimes commis par les Allemands contre les Juifs. L'étude porte d'abord sur la mise en place du cadre juridique international et national. Ensuite, elle tente de montrer à travers une étude de cas comment, malgré un cadre juridique trop étroit, les juridictions militaires belges ont tenté de poursuivre et condamner les responsables allemands des persécutions raciales.
Doctorat en Histoire, art et archéologie
info:eu-repo/semantics/nonPublished

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18

Thorley, Dane Ross. "Essays on Courts, Randomization, and Experiments". Thesis, 2019. https://doi.org/10.7916/d8-29vn-9z54.

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This dissertation comprises three chapters that explore and expand on the use of experimentation and randomization in the study of courts, judges, and the law: Chapter 1: This Chapter reviews the two most prominent procedural approaches to addressing judicial conflicts of interest in U.S. courts—judicial self-recusal and in-court disclosure. These procedural approaches fail to account for the legal and institutional dynamics that surround the relationship between judges, attorneys, and the adjudicative process. I argue that judges do not recuse themselves, that attorneys will not ask them to, and that if we understand both the legal and extra-legal incentives at play in these decisions, this should not surprise us. The shortcomings of recusal and disclosure are particularly salient in the context of judicial campaign finance, where judges often face the acute dilemma of being assigned to preside over cases in which one of the parties or attorneys has contributed to their election campaign. To support these claims, Chapter 1 presents the results of a randomized field experiment which I identify active Wisconsin and Texas civil cases that feature donor-attorneys. The experiment randomly assigns a portion of the judges presiding over these cases to receive a letter from an NGO identifying the potential conflict and requesting recusal. The empirical results support the growing skepticism surrounding judicial self-recusal and raise doubts that judicial disclosure is an efficacious remedy. Building on these results, the Chapter explores two potential alternatives—one procedural and one institutional—that better account for the realities of judicial conflicts of interest and the incentives of court actors. Chapter 2: This Chapter contributes to the growing literature challenging the general assumption of and reliance on random judicial assignment by identifying common court procedures and practices that threaten unbiased causal inference. These “de-randomizing” events, including differing probabilities of assignment, post-assignment judicial changes, non-random missingness, and non-random assignment itself, should be accounted for when making causal claims but are commonly either ignored or not even recognized by researchers utilizing random judicial assignment. The Chapter explores how these de-randomizing events violate the key empirical assumptions underlying randomized studies and offers methodological solutions and presents original data from a survey of the 30 largest U.S. state-level criminal courts, outlining their assignment protocols and identifying the extent to which they feature the de-randomizing events described. Chapter 3: In Williams-Yulee v. The Florida Bar (2015), the Supreme Court ruled that a Florida law banning direct campaign solicitation by judicial candidates was not a violation of the First Amendment. In doing so, the majority relied on several untested empirical claims, including the assertion that direct solicitation has a distinctly stronger impact on the public’s confidence in the judiciary than indirect solicitation. This chapter provides a short but focused evaluation of these empirical claims. A nationally-representative survey experiment presents subjects with a hypothetical vignette in which a state trial-level judge runs for election and utilizes one of various campaign fundraising tactics. The survey then presents subjects with questions relating to the trust and legitimacy that they associate with both the judicial system presented in the vignette and their actual state- and federal-level government institutions. The results suggest that the public does not discern any significant difference between direct and indirect judicial solicitation but does see other judicial campaign features (promises of recusal and the amount of the donations) as salient in regard to trust and legitimacy. These findings are at odds with the empirical assumptions that the majority relied upon in the Williams-Yulee decision and highlight the value that survey experiments can play in evaluating empirical claims made by the Supreme Court.

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Lee, Sunmin active 2014. "Essential practices for early childhood educators who value multicultural perspectives". Thesis, 2014. http://hdl.handle.net/2152/26315.

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This report addresses the importance of multicultural education in early childhood classrooms as well as three essential practices for early childhood educators who value multicultural perspectives. The early childhood classroom is the first place in which children develop their identities and recognize cultural differences. Multicultural education can offer opportunities for children to value and understand cultural diversity as they have more experiences outside of their homes and neighborhoods. While there are many kinds of practices that support a multicultural perspective, this paper focuses on three multicultural practices that early childhood educators can incorporate in their classrooms in order to create authentic multicultural classrooms and to promote multiculturalism. The three practices are 1) integrating culturally relevant pedagogy/culturally responsive teaching, 2) understanding multicultural families, and 3) pursuing social justice. These practices can help early childhood educators better understand multicultural students and families and have more meaningful interactions and partnership opportunities with them.
text

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Beer, Leilani. "The role of the priests in Israelite identity formation in the exilic/post-exilic period with special reference to Leviticus 19:1-19a". Thesis, 2021. http://hdl.handle.net/10500/27842.

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Bibliography: leaves 289-298
Source-criticism of the Pentateuch suggests that the priests (Source P) alone authored the Holiness Code – the premise being that Source P forms one religious, literate and elite group of several. Through the endeavor to redefine Israelite identity during the Neo-Babylonian Empire of 626–539 BCE and the Achaemenid Persian Empire of 550–330 BCE, various ideologies of Israelite identity were produced by various religious, literate and elite groups. Possibly, the Holiness Code functions as the compromise reached between two such groups, these being: the Shaphanites, and the Zadokites. Moreover, the Holiness Code functions as the basis for the agreed identity of Israel as seen by the Shaphanites and the Zadokites. Specifically, in Leviticus 19:1-19a – as being the Levitical decalogue of the Holiness Code, and which forms the emphasis of this thesis – both Shaphanite and Zadokite ideologies are expressed therein. The Shaphanite ideology is expressed through the Mosaic tradition: i.e., through the Law; and the Zadokite ideology is expressed through the Aaronide tradition: i.e., through the Cult. In the debate between the supremacy of the Law, or the Cult – i.e., Moses or Aaron – the ancient Near Eastern convention of the ‘rivalry between brothers’ is masterfully negotiated in Leviticus 19:1-19a.
Old Testament and Ancient Near Eastern Studies
D. Phil. (Old Testament)

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