A cutting-edge appraisal of revolution and its future. On Revolutions, co-authored by six prominent scholars of revolutions, reinvigorates revolutionary studies for the twenty-first century. Integrating insights from diverse fields--including civil resistance studies, international relations, social movements, and terrorism--they offer new ways of thinking about persistent problems in the study of revolution. This book outlines an approach that reaches beyond the common categorical distinctions. As the authors argue, revolutions are not just political or social, but they feature many types of change. Structure and agency are not mutually distinct; they are mutually reinforcing processes. Contention is not just violent or nonviolent, but it is usually a mix of both. Revolutions do not just succeed or fail, but they achieve and simultaneously fall short. And causal conditions are not just domestic or international, but instead, they are dependent on the interplay of each. Demonstrating the merits of this approach through a wide range of cases, the authors explore new opportunities for conceptual thinking about revolution, provide methodological advice, and engage with the ethical issues that exist at the nexus of scholarship and activism.
This book investigates the origins of civil wars which emerge from failed attempts at democratization. The main aim of this volume is to develop a theoretical explanation of the conditions under which and the mechanisms through which social movements’ struggles for democracy end up in civil war. While the empirical evidence suggests that this is not a rare phenomenon, the literatures on social movements, democratization and civil wars have grown apart from each other. At the theoretical level, Social Movements and Civil War bridges insights in the three fields, looking in particular at explanations of the radicalization of social movements, the failure of democratization processes and the onset of civil war. In doing this, it builds upon the relational approach developed in contentious politics with the aim of singling out robust causal mechanisms. At the empirical level, the research provides in-depth descriptions of four cases of trajectory from social movements for democratization into civil wars: in Syria, Libya, Yemen and the former Yugoslavia. Conditions such as the double weakness of civil society and the state, the presence of entrepreneurs of violence as well as normative and material resources for violence, ethnic and tribal divisions, domestic and international military interventions are considered as influencing the chains of actors’ choices rather than as structural determinants. This book will be of great interest to students of civil wars, political violence, social movements, democratization, and IR in general.
Over the last forty years the world has witnessed the emergence and proliferation of a new political phenomenon - unarmed revolution. This book explores why some nonviolent revolutionary movements lead to unarmed revolution, and others result in devastating failure.
This text is designed to help teachers and service providers work successfully with children who exhibit emotional and behavioral disorders by affording them a repertoire of valuable, evidence-based treatment strategies. Furthermore, because the book represents a synthesis of expertise, written from the dual perspectives of an experienced clinician and an educator, the school professional who reads it will better understand the role of both teacher and service provider, thus optimizing the coordination and effectiveness of the services that are critical to the success of these students. ‘Working with Students with Emotional and Behavioral Disorders: A Guide for K-12 Teachers and Service Providers’ explores the most prevalent behavioral disorders encountered by school professionals as they work with today’s students. These high-incidence behavioral disorders are addressed by type, and each includes a discussion of the relevant characteristics, causes, prevalence, and treatment strategies. Features that are unique to this book include its acknowledgement of the need for a collaborative approach to these problems by all school professionals, as well as the coordination of services provided by the classroom teacher and other service providers working with these students. To date, few books, if any, have provided this holistic perspective. This book is designed to help K-12 teachers and related service providers (i.e., school psychologists, school social workers, speech-language pathologists, guidance counselors, and occupational therapists) work successfully with children who exhibit emotional and behavioral disorders by affording them a repertoire of valuable, evidence-based treatment strategies.
Proposes and explains ten principles that can guide the use of the scriptures in theology, then tests these principles by applying them to central issues about Jesus Christ, the Trinity and the doctrine of the Church.
With the 13th edition, Wintrobe’s Clinical Hematology once again bridges the gap between the clinical practice of hematology and the basic foundations of science. Broken down into eight parts, this book provides readers with a comprehensive overview of: Laboratory Hematology, The Normal Hematologic System, Transfusion Medicine, Disorders of Red Cells, Hemostasis and Coagulation; Benign Disorders of Leukocytes, The Spleen and/or Immunoglobulins; Hematologic Malignancies, and Transplantation. Within these sections, there is a heavy focus on the morphological exam of the peripheral blood smear, bone marrow, lymph nodes, and other tissues. With the knowledge about gene therapy and immunotherapy expanding, new, up-to-date information about the process and application of these therapies is included. Likewise, the editors have completely revised material on stem cell transplantation in regards to both malignant and benign disorders, graft versus host disease, and the importance of long-term follow-up of transplantation survivors.
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