In this sweeping indictment of law and social policy regarding accidents, Richard Gaskins charges that the United States has seriously neglected its responsibility to protect public health, safety, and welfare against the hazards of modern industrial environments. The main reason for this neglect, he claims, is the antiquated view perpetuated by the American legal system: that accidents are essentially legal disputes between private individuals. Citing the failure of our judicial system to cope with the recent surge in personal injury and "mass toxic torts," he contends that the dimensions of the accident problem could not be handled even by a perfect judicial structure. Highly publicized suits involving accidents resulting from vaccines, asbestos, Agent Orange, nuclear power, toxic wastes, defective or dangerous products, and occupational diseases dramatize the need for a better solution. The occasional million-dollar jury award simply underlines the eccentricities of the legal system, which has been aptly characterized as a form of "lottery." Unlike earlier treatments of accidents and public policy--including economic approaches to tort law, moral philosophy, and policy reform--Gaskins provides a critical overview of each position and shows how they relate to one another. He then proposes an entirely different national approach to the emerging problems of environmental accidents, based on distinct but coordinated policies for compensation and prevention. The topic of accidents must be expanded to include not just traumatic injuries but also a larger portion of illness and disability. And because these events are so deeply embedded in modern social, technological, and environmental relations, the responsibility for future accident prevention rests with more vigorous programs for public control. As we are beginning to learn from such problems as acid rain and the "greenhouse effect," a high-technology environment provides great wealth and convenience, but carries an inevitable toll in personal illness, disability, and long-term ecological problems. Environmental Accidents calls for a recognition of the common hazards encountered daily in the home, workplace, or natural surround, and offers new solutions for handling such threats to ourselves and to future generations. Author note: Richard H. Gaskins is Associate Professor in the College at the University of Chicago. He is former Dean of the Graduate School of Social Work and Social Research and Director of the Law and Social Policy Program at Bryn Mawr College.
Public and professional debates have come to rely heavily on a special type of reasoning: the argument-from-ignorance, in which conclusions depend on the lack of compelling information. "I win my argument," says the skillful advocate, "unless you can prove that I am wrong." This extraordinary gambit has been largely ignored in modern rhetorical and philosophical studies. Yet its broad force can be demonstrated by analogy with the modern legal system, where courts have long manipulated burdens of proof with skill and subtlety. This legal, philosophical, and rhetorical study by Richard H. Gaskins provides the first systematic treatment of arguments-from-ignorance across a wide range of modern discourse--from constitutional law, scientific inquiry, and moral philosophy to organizational behavior, computer operation, and personal interaction. Gaskins reviews the historic shifts in constitutional proof burdens that have shaped public debate on fundamental rights and, by analogy, on the fundamental status of intellectual and cultural authority. He shows how similar shifts have dominated polemical battles between scientific and ethical modes of authority, affecting both academic and popular discussion. Finally, he discovers the philosophical roots of default reasoning strategies in the arguments of Kant and nineteenth-century Kantian schools. Concluding that shifting proof burdens are inescapable in a world of scientific and moral uncertainty, Gaskins emphasizes the common strategic ground shared by dogmatic and skeptical reasoning. Using Hegelian strategies, he describes a more pluralistic temper that can move critical thinking beyond polemics and strengthen our capacities for common discourse.
Now in a revised and updated fifth edition, this gold-standard text and K–8 practitioner resource provides a roadmap for comprehensive literacy instruction informed by the science of reading. Rather than advocating one best approach, the book shows how to balance skills- and meaning-focused instruction to support all students' success. Chapters describe specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for learners who are struggling. The book explains the conceptual underpinnings of recommended strategies and techniques and shows how exemplary teachers actually put them into practice. New to This Edition *Updated throughout with new coauthor Tim Pressley; incorporates the latest research about reading development and difficulties. *Chapter on instruction for emergent bilingual learners (EBs), plus an appendix on selecting texts for EBs. *Expanded discussions of dyslexia and the role of executive function in reading. *Application tables that translate key concepts into recommended classroom strategies.
This widely adopted text and K-8 practitioner resource demonstrates how successful literacy teachers combine explicit skills instruction with an emphasis on reading for meaning. Distinguished researcher Richard L. Allington builds on the late Michael Pressley's work to explain the theories and findings that guide balanced teaching and illustrate what exemplary lessons look like in action. Detailed examples offer a window into highly motivating classrooms around the country. Comprehensive in scope, the book discusses specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for readers who are struggling. New to This Edition *Updated throughout to reflect important recent research advances. *Chapter summing up the past century's reading debates and the growing acceptance of balanced teaching. *New and revised vignettes of exemplary teachers.
Topics emphasized include nonparametric density estimation as an exploratory device plus the deeper models to which the exploratory analysis points, multi-dimensional data analysis, and analysis of remote sensing data, cancer progression, chaos theory, epidemiological modeling, and parallel based algorithms. New methods discussed are quick nonparametric density estimation based techniques for resampling and simulation based estimation techniques not requiring closed form solutions.
The Colorado State Constitution provides an outstanding constitutional and historical account of the state's governing charter. It begins with an overview of Colorado's constitutional history, and then provides an in-depth, section-by-section analysis of the entire constitution, detailing important changes that have been made since its drafting. This treatment, which includes a list of cases, index, and bibliography, makes this guide indispensable for students, scholars, and practitioners of the Colorado constitution. Previously published by Greenwood, this title has been brought back in to circulation by Oxford University Press with new verve. Re-printed with standardization of content organization in order to facilitate research across the series, this title, as with all titles in the series, is set to join the dynamic revision cycle of The Oxford Commentaries on the State Constitutions of the United States. The Oxford Commentaries on the State Constitutions of the United States is an important series that reflects a renewed international interest in constitutional history and provides expert insight into each of the 50 state constitutions. Each volume in this innovative series contains a historical overview of the state's constitutional development, a section-by-section analysis of its current constitution, and a comprehensive guide to further research. Under the expert editorship of Professor G. Alan Tarr, Director of the Center on State Constitutional Studies at Rutgers University, this series provides essential reference tools for understanding state constitutional law. Books in the series can be purchased individually or as part of a complete set, giving readers unmatched access to these important political documents.
This book discusses the implications arising from the authors' research into what constitutes an effective teacher of literacy. They have been able to identify what effective teachers know, understand and do which enable them to put effective teaching of literacy into practice in the primary phase. By identifying the strategies used by these teachers, the authors show how these can be applied by other primary teachers to improve their teaching of literacy.
This advanced text for psychology, human development, and education provides students with state-of-the-art overviews of the discipline in an accessible, affordable format. Unique both in the depth of its coverage and in the timeliness of the research that it presents, this comprehensive text conveys the field of child and adolescent development through the voices of scientists who themselves are now shaping the field.
This book is published in conjunction with the exhibition Richard Deacon: What You See Is What You Get presented at The San Diego Museum of Art from March 25 to July 25, 2017.
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