The Design of A Brigantine Rigged Sailing School Research Vessel

2002 ◽  
Author(s):  
Stephen Wallis ◽  
Keyword(s):  
Research Vessel ◽  
School Research

scholarly journals The Frankfurt School and the authoritarian personality: Balance sheet of an insight

Thesis Eleven ◽  
2021 ◽  
pp. 072551362110059
Author(s):  
Geoff Boucher
Keyword(s):  
Critical Theory ◽  
Balance Sheet ◽  
Research Programme ◽  
Frankfurt School ◽  
The Other ◽  
Authoritarian Personality ◽  
Contemporary World ◽  
Authoritarian Populism ◽  
Theodor Adorno ◽  
School Research

Frankfurt School critical theory is perhaps the most significant theory of society to have developed directly from a research programme focused on the critique of political authoritarianism, as it manifested during the interwar decades of the 20th century. The Frankfurt School’s analysis of the persistent roots – and therefore the perennial nature – of what it describes as the ‘authoritarian personality’ remains influential in the analysis of authoritarian populism in the contemporary world, as evidenced by several recent studies. Yet the tendency in these studies is to reference the final formulation of the category, as expressed in Theodor Adorno and co-thinkers’ The Authoritarian Personality (1950), as if this were a theoretical readymade that can be unproblematically inserted into a measured assessment of the threat to democracy posed by current authoritarian trends. It is high time that the theoretical commitments and political stakes in the category of the authoritarian personality are re-evaluated, in light of the evolution of the Frankfurt School. In this paper, I review the classical theories of the authoritarian personality, arguing that two quite different versions of the theory – one characterological, the other psychodynamic – can be extracted from Frankfurt School research.

College and Career Readiness and the Every Student Succeeds Act

2017 ◽  
Vol 53 (5) ◽  
pp. 809-838 ◽  
Author(s):  
Joel R. Malin ◽  
Debra D. Bragg ◽  
Donald G. Hackmann
Keyword(s):  
Remedial Education ◽  
Research Policy ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Policy And Practice ◽  
College And Career ◽  
School Research ◽  
Education And Employment ◽  
And Mathematics ◽  
Every Student Succeeds Act

Purpose: This study addressed the current policy push to improve students’ college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by higher education, to be prepared for education and employment post–high school. Research Methods: A critical analytic approach was undertaken, foregrounding equity. We conducted thematic content analysis of ESSA and Illinois policy, employing a CCR accountability paradigm. Findings: CCR-related content was contained throughout ESSA. Although content varied, themes were identified. Dual enrollment provisions were prominent in ESSA but not the Illinois’ CCR laws; however, science, technology, engineering, and mathematics was emphasized in both. ESSA introduced but did not fully clarify what constitutes a well-rounded education and did not identify particular reporting and accountability provisions, whereas two Illinois’ CCR bills focused on remedial education and the third evidenced a more comprehensive and integrated CCR approach. These findings suggest distinct federal and Illinois’ CCR visions. A more systematic equity focus was evident within ESSA. Implications for Research, Policy, and Practice: ESSA provisions providing new flexibilities to states portend wide variation in emphasis toward, and accountability for, long-standing equity issues. District officials will also likely have substantial flexibility in their administration, design, and implementation of ESSA-funded CCR programming, which may affect educational equity in ways that advantage and disadvantage. We thus provide several cautions and recommendations.

scholarly journals Gadoid dynamics: differing perceptions when contrasting stock vs. population trends and its implications to management

2014 ◽  
Vol 71 (6) ◽  
pp. 1433-1442 ◽  
Author(s):  
Steven J. Holmes ◽  
Colin P. Millar ◽  
Robert J. Fryer ◽  
Peter J. Wright
Keyword(s):  
North Sea ◽  
Stock Assessment ◽  
Research Vessel ◽  
Vital Rates ◽  
The North ◽  
Depth Contour ◽  
Spawning Stock ◽  
Population Structures ◽  
The North Sea ◽  
Local Pressures

Recent research suggests that ICES stock definitions for cod, haddock, and whiting of “west of Scotland” and “North Sea”, do not reflect underlying population structures. As population responses to different vital rates and local pressures would be expected to lead to asynchrony in dynamics, we examined trends in local spawning-stock biomass (SSB) among putative subpopulations of the three species. Delineation of subpopulation boundaries around spawning time was made based on genetic, tagging, and otolith microchemistry studies together with density distributions of species based on research vessel survey data. Subpopulation specific indices of SSB were derived using numbers-at-age and maturity observations from the same research vessel data and asynchrony was assessed by fitting a smoother to log SSB for each subpopulation and testing whether the smooths were parallel. Results for cod support the hypothesis of distinct inshore and larger offshore subpopulations and for whiting for northern and southern North Sea subpopulations with a boundary associated with the 50 m depth contour. In haddock, no difference in SSB trends between the North Sea and west of Scotland was found. For cod and whiting, subpopulation SSB trends differed substantially within current stock assessment units, implying reported stock-based SSB time-series have masked underlying subpopulation trends.

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