What explains differences in soldier participation in violence during irregular war? How do ordinary men become professional wielders of force, and when does this transformation falter or fail? Regular Soldiers, Irregular War presents a theoretical framework for understanding the various forms of behavior in which soldiers engage during counterinsurgency campaigns—compliance and shirking, abuse and restraint, as well as the creation of new violent practices. Through an in-depth study of the Israeli Defense Forces' repression of the Second Palestinian Intifada of 2000–2005, including in-depth interviews with and a survey of former combatants, Devorah Manekin examines how soldiers come both to unleash and to curb violence against civilians in a counterinsurgency campaign. Manekin argues that variation in soldiers' behavior is best explained by the effectiveness of the control mechanisms put in place to ensure combatant violence reflects the strategies and preferences of military elites, primarily at the small-unit level. Furthermore, she develops and analyzes soldier participation in three categories of violence: strategic violence authorized by military elites; opportunistic or unauthorized violence; and "entrepreneurial violence"—violence initiated from below to advance organizational aims when leaders are ambiguous about what will best serve those aims. By going inside military field units and exploring their patterns of command and control, Regular Soldiers, Irregular War, sheds new light on the dynamics of violence and restraint in counterinsurgency.
Rashi's commentary and the Glossa Ordinaria both developed in the late eleventh and early twelfth century with no known contact between them. Nevertheless, they shared a way of reading text that shaped their interpretations of the near-sacrifice of Isaac. This work compares them both with each other and their respective sources to show their similarity.
In this book Devorah Kalekin-Fisman and Karlheinz Schneider analyze how the relationship between the traditional and the modern is unfolding in a particular milieu by centering on the Haredi women in Israel who become part of the national (rather than the community) work force. The book is based on analyses of interviews with people in the Haredi world. The authors’ goal is to attain an understanding of what women’s work means to the women, to their families, and to the Haredi community as a whole, by placing women’s self-presentations in the context of sociological literatures relating to the sociology of religion and the sociology of gender. The focal issue is the question of how traditionalism fares when the legitimator / monitor of tradition in the home encounters the constraints of modernity through her studies and her work.
Comedy is full of famously funny Jews, from Groucho Marx to Larry David to Sarah Silverman. This smart and funny book includes tales from many of these much-loved comics, and will appeal to their broad audience, while revealing the history, context, and wider culture of Jewish joking. The Jewish joke is as old as Abraham, and like the Jews themselves it has wandered over the world, learned countless new languages, worked with a range of different materials, been performed in front of some pretty hostile crowds, and yet still retained its own distinctive identity. So what is it that animates the Jewish joke? Why are Jews so often thought of as “funny”? And how old can a joke get? With jokes from Lena Dunham to Woody Allen, as well as Freud and Marx (Groucho, mostly), Baum balances serious research with light-hearted humor and provides fascinating insight into this wellknown and much loved cultural phenomenon.
Systems of state education are a crucial means for realizing the state’s focal aspiration of guaranteeing solidarity and civil loyalty (Van Kemenade, 1985 pp. 854ff. ). The means at hand include the state’s structuring and organization of schooling, determination of what education is compulsory, examinations that decide admittance to institutions of secondary and tertiary education, the design of educational aids, curricula, textbooks, didactic methods, and the general distribution of resources to schools. A further apparatus is that of teacher education and the regulations for appointment to the schools and remuneration (van Kemenade, 1985, p. 850). There are indications that the issue of equality and equity for all in education is a dilemma prevalent in systems of state education, among others, because the advancement of equity is liable to interfere with the state’s main goal. It is highly likely that the failing does not derive from contingent misund- standings, but rather from systemic contradictions. With this in mind, this book suggests a broad-spectrum approach to understanding how state education gets done, so to speak, and what in the process seems to obstruct impartiality. The case that I will examine is that of the state system of education in Israel. Underlying the study is the sociological assumption that an analysis of how one state system works is likely to bear a message that can be generalized.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.