Search results for ""Debate""

The two years covered in the fifth volume of The Papers of George Catlett Marshall were among the most momentous in the life of Army Chief of Staff George C. Marshall-and in the course of the twentieth century. A year of transitions for Marshall, 1945 witnessed the final assault on Nazi Germany and the use of atomic weapons against Japan. Allied forces under the command of Marshall's protege, Dwight D. Eisenhower, had contained Hitler's Ardennes offensive at the beginning of the year and launched the final drive to smash the German regime. The war against Japan seemed far from over, however, and Marshall was deeply involved in planning for the massive and difficult redeployment of troops and materials from Europe to the Pacific. The debate with the U.S. Navy over supreme command of the invasion of Japan continued through the first six months of the year until Marshall secured Douglas A. MacArthur's appointment. In May and June, the chief of staff was involved in the decision to use the new atom bomb. Military-related political problems continued to consume much of Marshall's time as the Second World War drew to a close, although he was only peripherally involved in the Big Three conferences at Yalta and Potsdam. Instead, demobilization and readying U.S. Army ground and air forces for the postwar era were Marshall's chief concerns. He pressed for a unified military department against navy opposition and also lobbied incessantly for universal military training for all physically fit eighteen-year-old males as the key element in the nation's military readiness and deterrent value. After the fighting ceased, Marshall expected to retire, having served on active duty since 1902, but President Truman kept him in office until late November 1945. The day after his retirement, the president asked him to go to China to mediate in that country's increasingly violent civil war. Despite his initial success in negotiating a cease-fire between the Nationalists and Communists, irreconcilable differences soon led to renewed fighting. Marshall's continued hopes for achieving a political compromise, along with knowledge that his mission was the only hope for avoiding a disaster in China, kept him in the country until early 1947. He returned to the United States only when the president announced that General Marshall would join his cabinet as secretary of state.From The Papers of George Catlett Marshall "The one great element in continuing the success of an offensive is maintaining the momentum. This was lost last fall when shortages caused by the limitation of port facilities made it impossible for us to get sufficient supplies to the armies to continue their sweep into Germany when they approached the German border. Once additional ports had been captured and reopened there was a shortage of rail and transportation facilities with which to get supplies forward. Now the port facilities and the interior supply lines are adequate. Subject to the worldwide shortage of both cargo and personnel shipping, there is no foreseeable shortage which will be imposed by physical events in the field."-Speech to the Overseas Press Club, March 1, 1945 "Today we celebrate a great victory, a day of solemn thanksgiving. My admiration and gratitude go first to those who have fallen, and to the men of the American armies of the air and ground whose complete devotion to duty and indomitable courage have overcome the enemy and every conceivable obstacle in achieving this historic victory."-Marshall V-E Day Radio Address, May 8, 1945 "Just a few months ago the world was completely convinced of the strength and courage of the United States. Now they see us falling back into our familiar peacetime habits. They witness the tremendous enthusiasm with which we mount demobilization and reconversion, but they see as yet no concrete evidence that we are determined to hold what we have won-permanently. Are we already at this early date inviting that same international disrespect that prevailed before this war? Are we throwing away today what a million Americans died or were mutilated to achieve? Are we already shirking the responsibility of the victory?"-Speech to the New York Herald Tribune Forum, October 29, 1945

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John Paul II in his personalist approach to moral questions reaffirmed that as sin offends that which is good, if we truly know what human love is––and that it is good––we would thereby see how certain acts can never be acceptable insofar as they in all cases wound this love. Yet in moral debates surrounding love, sex and contraception Adrian Reimers observes that we are not using this approach and these debates are not advancing the cause of real love. Reimers draws upon the encyclical Humanae Vitae and John Paul II’s catechesis known as the theology of the body to respond to the stalled development of moral theology on the issues most crucial to human love and intimacy. “It is time, we are told, for a ‘paradigm shift’ in the Catholic Church’s moral teaching, such shift representing a more pastoral and less dogmatic approach to moral issues,” writes Reimers. His claim that “a paradigm shift in moral theology and philosophy may be valuable––perhaps vital––to scholars who think and write about these sciences and to teachers who communicate moral truth” is not an exhortation to redefine moral truths. Rather, he argues that an approach to contraception, for example, that relies exclusively on natural law is a hackneyed one and often “tedious.” John Paul II’s series of catechetical addresses known as the theology of the body was originally composed in the 1970s after Paul VI’s encyclical Humanae Vitae. Albeit derived from the writing of an archbishop and not yet pope, Reimers identifies John Paul II’s perspectives on love, sex and contraception as an essential force behind this so-called paradigm shift in continuity with the profound and unchanging truths set forth in Humanae Vitae. As Reimers states, “Moral truths do not change, even if our ways to understand them improve.” How, then, is our sense of the goodness or badness of contraception meant to be helped by such a development of thought? Ethics grounded philosophically tends to lean toward legalism in the context of moral actions, says Reimers, as it emphasizes conformity to God’s law and largely overlooks “the relationship between moral behavior and the human person’s ultimate end of beatitude with God.” The important principle of the necessarily two-fold description that natural law gives to sex––namely, as unitive and procreative––must not be the authoritative end of the discussion regarding the moral nature of contraception. In an age where technology has given human beings new power it seems there must be new rules as well, and the conquest of procreative acts changes the human perception of the limitations once associated with harmful acts. Herein lies the importance of John Paul II’s catechesis––the goodness or badness of acts is not just concerned with end of a particular act. As Reimers writes, “If we are to understand the complex relationships among love, marriage, and their sexual expression, we must situate these within the context of the end of the human being.” A position on contraception and human sexuality cannot be comprehensive without a concept of love properly understood. Human acts must bring us closer to sanctity, not to comfort or possession. Holiness is the perfection of love, and its pursuit aims at ultimate beatitude. This end, the truest love human can know, is the end which ultimately condemns contraception once and for all, as “contracepted sex is contrary to holiness.” Reimers unpacks this sometimes difficult truth in eight chapters, which begin with love and conclude with faithfulness to moral norms and a spirituality of marriage. The arguments surrounding contraception and “good sex” seem to have set the grounds for coherently choosing a side rather than to have succeeded in presenting certain human acts as definitively immoral. As Reimers notes, a natural law position on contraception often fails to employ its greatest ally: the reality of authentic human love and “victory” of the individual in one’s sanctity as achieved through that love. This work will reorient the objectives and claims of the moral debate, as well as influence the popular notion of what love is and what it cannot be. It is an aid to scholars, students and study groups, humanists, and those who seek to deepen the sense of love’s highest physical expression.

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John Paul II in his personalist approach to moral questions reaffirmed that as sin offends that which is good, if we truly know what human love is––and that it is good––we would thereby see how certain acts can never be acceptable insofar as they in all cases wound this love. Yet in moral debates surrounding love, sex and contraception Adrian Reimers observes that we are not using this approach and these debates are not advancing the cause of real love. Reimers draws upon the encyclical Humanae Vitae and John Paul II’s catechesis known as the theology of the body to respond to the stalled development of moral theology on the issues most crucial to human love and intimacy. “It is time, we are told, for a ‘paradigm shift’ in the Catholic Church’s moral teaching, such shift representing a more pastoral and less dogmatic approach to moral issues,” writes Reimers. His claim that “a paradigm shift in moral theology and philosophy may be valuable––perhaps vital––to scholars who think and write about these sciences and to teachers who communicate moral truth” is not an exhortation to redefine moral truths. Rather, he argues that an approach to contraception, for example, that relies exclusively on natural law is a hackneyed one and often “tedious.” John Paul II’s series of catechetical addresses known as the theology of the body was originally composed in the 1970s after Paul VI’s encyclical Humanae Vitae. Albeit derived from the writing of an archbishop and not yet pope, Reimers identifies John Paul II’s perspectives on love, sex and contraception as an essential force behind this so-called paradigm shift in continuity with the profound and unchanging truths set forth in Humanae Vitae. As Reimers states, “Moral truths do not change, even if our ways to understand them improve.” How, then, is our sense of the goodness or badness of contraception meant to be helped by such a development of thought? Ethics grounded philosophically tends to lean toward legalism in the context of moral actions, says Reimers, as it emphasizes conformity to God’s law and largely overlooks “the relationship between moral behavior and the human person’s ultimate end of beatitude with God.” The important principle of the necessarily two-fold description that natural law gives to sex––namely, as unitive and procreative––must not be the authoritative end of the discussion regarding the moral nature of contraception. In an age where technology has given human beings new power it seems there must be new rules as well, and the conquest of procreative acts changes the human perception of the limitations once associated with harmful acts. Herein lies the importance of John Paul II’s catechesis––the goodness or badness of acts is not just concerned with end of a particular act. As Reimers writes, “If we are to understand the complex relationships among love, marriage, and their sexual expression, we must situate these within the context of the end of the human being.” A position on contraception and human sexuality cannot be comprehensive without a concept of love properly understood. Human acts must bring us closer to sanctity, not to comfort or possession. Holiness is the perfection of love, and its pursuit aims at ultimate beatitude. This end, the truest love human can know, is the end which ultimately condemns contraception once and for all, as “contracepted sex is contrary to holiness.” Reimers unpacks this sometimes difficult truth in eight chapters, which begin with love and conclude with faithfulness to moral norms and a spirituality of marriage. The arguments surrounding contraception and “good sex” seem to have set the grounds for coherently choosing a side rather than to have succeeded in presenting certain human acts as definitively immoral. As Reimers notes, a natural law position on contraception often fails to employ its greatest ally: the reality of authentic human love and “victory” of the individual in one’s sanctity as achieved through that love. This work will reorient the objectives and claims of the moral debate, as well as influence the popular notion of what love is and what it cannot be. It is an aid to scholars, students and study groups, humanists, and those who seek to deepen the sense of love’s highest physical expression.

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Health for Life provides the keys necessary for adopting healthy habits and committing to healthy living in high school and throughout the life span. The text covers all of the components of personal well-being, including physical, mental, emotional, social, and spiritual health. It provides students the knowledge in making healthy choices and fosters the skill development required for taking healthy actions.Health for Life helps students in these ways: Analyze how key influences affect their health and wellness, such as family, peers, media, and technology Explore consumer topics and use appropriate resources to find answers to challenging questions Sharpen their interpersonal communication skills as they share health knowledge; debate controversial topics; demonstrate refusal, negotiation, and refusal skills; manage interpersonal conflicts; and promote healthy living among their peers Use decision-making skills and apply healthy living skills as they identify solutions to problems posed Evaluate their own health habits as they relate to a variety of behaviors Create goals for behavior change and establish plans for healthy living Communicate health information with family and advocate for healthy living at home and in their communities Discover how health and technology intersect on various topics The text is divided into seven units of 20 chapters. The chapters help students explore a range of topics, including mental health, nutrition, physical activity, stress management, healthy relationships, avoiding destructive habits, and making good health choices throughout life.Health for Life has an abundance of features that help students connect with content in personal ways and retain the information. Here’s a glance at some of those features: Lesson Objectives, Lesson Vocabulary, Comprehension Check, and Chapter Review help students prepare to dive in to the material, understand it, and retain it (standard NHES 1). Connect spurs students to analyze various influences on their health and wellness (standard NHES 2). Consumer Corner aids students in exploring consumer health issues (standard NHES 3). Healthy Communication gets students to use and expand their interpersonal communication skills as they share their views about various health topics (standard NHES 4). Skills for Healthy Living and Making Healthy Decisions help students learn and practice self-management so they can make wise choices related to their health and wellness (standard NHES 5). Planning for Healthy Living assists students in applying what they’ve learned as they set goals and establish plans for behavior change (standard NHES 6). Self-Assessment offers students the opportunity to evaluate their health habits and monitor improvement in health behaviors (standard NHES 7). Take It Home and Advocacy in Action prepare students to advocate for health at home and in their communities (standard NHES 8). Health Science and Health Technology focus on the roles of science and technology as they rellate to health and where science and technology intersect regarding health issues. Living Well News challenges students to integrate health literacy, math, and language skills to better understand a current health issue. In addition, Health for Life is reinforced by its online resources for teachers and students. Following are highlights of these two invaluable resources.Teacher Web ResourceThe Teacher Web Resource contains the following: Complete lesson plans; the first three lessons have a corresponding PowerPoint slide show An answer key to all worksheets and quizzes A test package that includes tests for each chapter; tests consist of multiple-choice, true-or-false, fill-in-the-blank, and short essay questions All lesson plans and assessments support identified learning objectives. Each lesson plan includes these features: Preparing the Lesson (lesson objectives and preparation) Bell Ringer (a journal question for students, or a quiz or activity to begin class) Lesson Focus (main points of the lesson paired with a student worksheet) Lesson Application (main activity paired with a worksheet) Reflection and Summary (lesson review) Evaluate (student quiz or test or worksheet review) Reinforcing the Lesson (Take It Home and Challenge activities) Student Web ResourceThe Student Web Resource contains these features: All worksheets, quizzes, and other materials referred to in the lesson plans Vocabulary flip cards and other interactive elements from the iBook edition Expanded discussion of selected topics that are marked by web icons in the text Review questions from the text, presented in an interactive format for students to fill out to check their level of understanding Delivering the content that will help students value and adopt healthy lifestyles, and loaded with the features and online resources that will help students understand and retain the content, Health for Life promises to be one of the most crucial texts for students today.

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The post-war growth of the East Asian economies is an unprecedented achievement in world economic history. The newly-industrializing countries of Hong Kong, the Republic of Korea, Singapore and Taiwan were first to emulate Japan's economic success; more recently, the People's Republic of China and several Southeast Asian countries have experienced extremely high rates of economic growth and rapid industrial transformation.This comprehensive six volume set brings together the best work published on the political economy of the East Asia region, including studies of Japan, Korea, Taiwan, China, Hong Kong, Singapore, Indonesia, Malaysia, Thailand and the Philippines. The collections will be welcomed by specialists in Asian studies, comparative politics, international political economy and economics.The series can be purchased either by title - each of which consists of two volumes - or as a complete six volume set.JAPANJapan's economic transformation in the postwar period occurred at an historically unprecedented pace. Rapid urbanization accompanied economic growth and brought major changes in the social and political systems.These authoritative volumes analyse the factors behind Japan's economic success and the consequences that it has had both for Japan's political system and for Japan's role in the global economy.Volume I focuses on the process of policy making in Japan, especially on the issue of the relative importance of the bureaucracy and its relations with other key actors. The second part of the volume contains the most important contributions to the debate on whether industrial policy was the principal reason for Japan's economic success.Volume II contains sections on industrial culture and organization that examine Japanese corporate systems, the role of flexible production, the unique nature of Japanese society and the advantages and drawbacks of Japan's industrial groupings, as well as the regulatory framework under which Japan's firms operate. The final readings focus on the question of whether Japan's trading pattern is abnormal for an economy of its level of development and natural resources, and how this pattern will evolve in the future.CHINA, KOREA AND TAIWANThis two volume set focuses on the political economy of Korea, Taiwan, China and Hong Kong four of the most rapidly growing countries in the contemporary world economy.The first chapters in this collection are comparative studies of the political economy of the newly-industrializing countries in general; these construct an East Asian 'model' as a tool for comparative analysis. Later comparative work reproduced in the first volume focuses specifically on Korea and Taiwan and is concerned with explaining the different evolution of state-society relations in these two countries. Among the subjects included are economic adjustment, financial systems, agriculture, trading companies, and policies on foreign direct investment and trade.The second part of Volume II consists of papers on the political economy of China since beginnings of the economic liberalization process in 1978. Besides reviewing the achievements of China in this period, the chapters discuss the continuing contradictions of market liberalization under the auspices of the Chinese Communist Party. The final papers in Volume II review the political economy of Hong Kong, how its economy has been shaped by government policies, and the increasing importance of economic links with mainland China.SINGAPORE, INDONESIA, MALAYSIA, THE PHILIPPINES AND THAILANDThis two volume set focuses on the political economy of five of the member states of ASEAN, the Association of Southeast Asian Nations.The readings document how Singapore has enjoyed consistently high rates of growth since the mid-1960s thanks to a mixture of liberal trade policies and judicious government intervention. By the early 1990s it per capita income had surpassed that of many Western European countries.Singapore was the only Southeast Asian country to be included in the original list of newly industrializing countries. In the decade after the mid-1980s, Indonesia, Malaysia and Thailand also all enjoyed very high rates of economic growth. Their recent success reflects the benefits, first, of policy reform that has reduced economic distortions and, second, of high levels of foreign direct investment from Northeast Asia. The readings identify some of the continuing struggles between proponents of liberalization and advocates of protectionism who have benefited from the patrimonial politics characteristic of these three countries.The reading on the fifth country in this volume, the Philippines, analyse how the country's development has been held back by the 'crony capitalism' of the Marcos years and by the failure to introduce measures that would reduce the power of the traditional landed elites.

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The writings of Pope Pius VI, head of the Catholic Church during the most destructive period of the French Revolution, were compiled in two volumes by M.N.S. Guillon and published in 1798 and 1800. But during the Revolution, the reign of Napoleon, and the various revolutionary movements of the 19th century, there were extraordinary efforts to destroy writings that critiqued the revolutionary ideology. Many books and treatises, if they survived the revolution or the sacking from Napoleon’s armies. To this day, no public copy of Guillon’s work exists in Paris. Now, for the first time in English, these works comprising the letters, briefs, and other writings of Pius VI on the French Revolution are available. Volume I treats the first shock of the Revolution and the efforts of the Pope in 1790 and 1791 to oppose the Civil Constitution of the Clergy (which famous revolutionary and shrewd diplomat Talleyrand referred to as “the greatest fault of the National Assembly”). Volume II will be published later, and deals with the aftermath of the Civil Constitution through Pius’s death in exile). Editor and translator Jeffrey Langan presents the materials leading up to and directly connected with these decrees, in which the National Assembly attempted to set up a Catholic Church that would be completely submissive to the demands of the Assembly. Volume I also covers Pius’s efforts to deal with the immediate aftermath of the Constitution after the National Assembly implemented it, including his encyclical, Quod Aliquantum. The letters will show how Pius chose to oppose the Civil Constitution. He did so not by a public campaign, for he had no real temporal power to oppose the violence, but by attempting to work personally with Louis XVI and various archbishops in France to articulate what were the points on which he could concede (matters dealing with the political structures of France) and what were the essential points in which he could not concede (matters dealing with the organization of dioceses and appointment of bishops). Since the 1980s, with the writings and school that developed around François Furet, as well as Simon Schama’s Citizens, a new debate over the French Revolution has ensued, bringing forth a more objective account of the Revolution, one that avoids an excessively Marxist lens and that brings to light some of its defects and more gruesome parts – the destruction and theft of Church property, and the sadistic methods of torture and killing of priests, nuns, aristocrats, and fellow-revolutionaries. An examination of the writings of Pius VI will not only help set the historical record straight for English-speaking students of the Revolution, it will also aid them to better understand the principles that the Catholic Church employs when confronted with chaotic political change. They will see that the Church has a principled approach to distinguishing, while not separating, the power of the Church and the power of the state. They will also see, as Talleyrand himself also saw, that one of the essential elements that makes the Church the Church is the right to appoint bishops and to discipline its own bishops. The Church herself recognizes that she cannot long survive without this principle that guarantees her unity. Pius VI’s efforts were able to keep the Catholic Church intact (though badly bruised) so that she could reconstitute herself and build up a vibrant life in 19th-century France. (He did this in the face of the Church’s prestige having sunk to historic lows; some elites in Europe thought there would be no successor to Pius and jokingly referred to him as “Pius the Last.”) He began a process that led to the restoration of the prestige of the Papacy throughout the world, and he initiated a two-century process that led to the Church finally being able to select bishops without any interference from secular authorities. This had been at least a 1,000-year problem in the history of the Church. By 1990, only two countries of the world, China and Vietnam, were interfering in any significant way in the process that the Church used to select bishops. Pius VI’s papacy, especially during the years of the French Revolution, was a pivotal point for the French Revolution and for the interaction between Church and state in Western history. All freedom-loving people will be happy to read his distinc-tions between the secular power and the spiritual power. His papacy also was important for the internal developments that the Church would make over the next 200 years with respect to its self-understanding of the Papacy and the role of the bishop.

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Health for Life provides the keys necessary for adopting healthy habits and committing to healthy living in high school and throughout the life span. The text covers all of the components of personal well-being, including physical, mental, emotional, social, and spiritual health. It provides students the knowledge in making healthy choices and fosters the skill development required for taking healthy actions.Health for Life helps students in these ways: Analyze how key influences affect their health and wellness, such as family, peers, media, and technology Explore consumer topics and use appropriate resources to find answers to challenging questions Sharpen their interpersonal communication skills as they share health knowledge; debate controversial topics; demonstrate refusal, negotiation, and refusal skills; manage interpersonal conflicts; and promote healthy living among their peers Use decision-making skills and apply healthy living skills as they identify solutions to problems posed Evaluate their own health habits as they relate to a variety of behaviors Create goals for behavior change and establish plans for healthy living Communicate health information with family and advocate for healthy living at home and in their communities Discover how health and technology intersect on various topics The text is divided into seven units of 20 chapters. The chapters help students explore a range of topics, including mental health, nutrition, physical activity, stress management, healthy relationships, avoiding destructive habits, and making good health choices throughout life.Health for Life has an abundance of features that help students connect with content in personal ways and retain the information. Here’s a glance at some of those features: Lesson Objectives, Lesson Vocabulary, Comprehension Check, and Chapter Review help students prepare to dive in to the material, understand it, and retain it (standard NHES 1). Connect spurs students to analyze various influences on their health and wellness (standard NHES 2). Consumer Corner aids students in exploring consumer health issues (standard NHES 3). Healthy Communication gets students to use and expand their interpersonal communication skills as they share their views about various health topics (standard NHES 4). Skills for Healthy Living and Making Healthy Decisions help students learn and practice self-management so they can make wise choices related to their health and wellness (standard NHES 5). Planning for Healthy Living assists students in applying what they’ve learned as they set goals and establish plans for behavior change (standard NHES 6). Self-Assessment offers students the opportunity to evaluate their health habits and monitor improvement in health behaviors (standard NHES 7). Take It Home and Advocacy in Action prepare students to advocate for health at home and in their communities (standard NHES 8). Health Science and Health Technology focus on the roles of science and technology as they rellate to health and where science and technology intersect regarding health issues. Living Well News challenges students to integrate health literacy, math, and language skills to better understand a current health issue. In addition, Health for Life is reinforced by its online resources for teachers and students. Following are highlights of these two invaluable resources.Teacher Web ResourceThe Teacher Web Resource contains the following: Complete lesson plans; the first three lessons have a corresponding PowerPoint slide show An answer key to all worksheets and quizzes A test package that includes tests for each chapter; tests consist of multiple-choice, true-or-false, fill-in-the-blank, and short essay questions All lesson plans and assessments support identified learning objectives. Each lesson plan includes these features: Preparing the Lesson (lesson objectives and preparation) Bell Ringer (a journal question for students, or a quiz or activity to begin class) Lesson Focus (main points of the lesson paired with a student worksheet) Lesson Application (main activity paired with a worksheet) Reflection and Summary (lesson review) Evaluate (student quiz or test or worksheet review) Reinforcing the Lesson (Take It Home and Challenge activities) Student Web ResourceThe Student Web Resource contains these features: All worksheets, quizzes, and other materials referred to in the lesson plans Vocabulary flip cards and other interactive elements from the iBook edition Expanded discussion of selected topics that are marked by web icons in the text Review questions from the text, presented in an interactive format for students to fill out to check their level of understanding Delivering the content that will help students value and adopt healthy lifestyles, and loaded with the features and online resources that will help students understand and retain the content, Health for Life promises to be one of the most crucial texts for students today.

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For almost two millennia, readers of the New Testament have been trying to figure out Paul. The struggle with his words begins already within the canon itself. While Acts portrays with ease a Torah-observant, Pharisaic-messianic Paul working in partnership with James and other leaders in Jerusalem, the author of 2 Peter famously admitted that the apostle to the nations is difficult to understand. From that moment on debate has ebbed and flowed on all things Pauline; on women as leaders in assemblies and on the status of Jews and Gentiles in God's plan, just to mention two of the contentious topics associated with Paul. For clergy, scholar, and lay person, Paul's letters hold weight and continue to draw in new readers. Anders Runesson seeks to listen to the voice of the historical Paul - a Jew proclaiming a form of Judaism to non-Jews to save them from divine wrath - but also to probe what it means to breathe new life into this historical figure in the twenty-first century. "The Paul-within-Judaism movement is here to stay, and Anders Runesson is arguably its most hermeneutically sophisticated spokesperson. In this remarkable book, Runesson expertly guides us through difficult questions of social history, exegesis, ancient reception history, and modern constructive theology, all of which we need in order to understand Paul ‘beyond the parting of the ways paradigm.’" Matthew V. Novenson, University of Edinburgh "In this compelling book, Anders Runesson incarnates Roman-period types of Judaism—thus, the seedbed of later Christianities—within their institutional matrix, the ancient synagogue. Radically reconceiving the so-called “parting of the ways,” he traces a developmental arc from Paul through Theodosius I to explore how and why this apocalyptic Jewish movement, with its odd outreach to ethnic others, became the anti-Jewish arm of the late Roman state. If new ideas are food for thought, Runesson has served a feast." Paula Fredriksen, author of "Paul, the Pagans’ Apostle" "This is the mature fruit of intensive research over a significant period of time, drawing together Runesson’s explorations on Paul and Pauline theology, locating him firmly within his Jewish context on the one hand, and taking seriously that he is addressing gentiles. The historical depth and methodological rigor as well as the key awareness of hermeneutical presuppositions render this a rich and challenging source for scholars and students alike. But this is not only another academic contribution to the important field of Pauline studies, Runesson demonstrates how this approach to Paul is also relevant for theologizing in contemporary churches and interreligious interaction today. Thus the volume is a must for all engaged in Pauline Studies as well as in contemporary church and interreligious work." Kathy Ehrensperger, Abraham Geiger Kolleg, Potsdam "In recent years, Anders Runesson has emerged as a leading voice in the (distinct but related) projects of reading Matthew and Paul "within Judaism." In this significant volume on Paul, he draws on material from a number of his previous articles and book chapters, working it into a cohesive and comprehensive account of Paul's "Judaism for gentiles" and its place within a larger interpretive horizon. Over against approaches that see Paul as the architect of a "parting of the ways," Runesson understands him as working towards a "joining of the ways"-mixed groups of Jewish and gentile Christ-believers existing within the larger environment of Jewish diaspora synagogues. An impressive achievement, highly recommended." Terence L. Donaldson, Professor Emeritus, Wycliffe College, University of Toronto "In these important essays, Anders Runesson provides readers with an account of a thoroughly embodied and socially embedded Paul, a first-century Jewish Messiah follower seeking to live in the Roman world. The volume is a must read for anyone interested in thinking about the historical Paul." Matthew Thiessen, McMaster University, Hamilton "Anders Runesson takes his readers beyond the familiar constructions of Paul, significantly advancing the discussion of how to understand him and his movement. Historical and textual details are interrogated with clear, methodological discipline. The investigation is thoughtful, engaging, and accessible to informed non-specialists as well as scholars." Mark D. Nanos, PhD, University of St. Andrews, Scotland, author of "Reading Paul within Judaism" "Anders Runesson's essays impress for three reasons: First, by breaking with classical models of explanation, his handling of the reconstruction of early Christianity is not only innovative, but when set against the backdrop of historical and hermeneutical considerations, opens up further approaches and new perspectives. Second, because he is well-versed in dealing with literary and archaeological sources, Runesson is skillfully able to reorganize and interpret these factors. And finally, his contributions provide such a welcome interest in historical and theological research that even those who do not agree with all the results are constantly challenged to revisit well-trodden paths in search of fresh insights." Markus Öhler, University of Vienna

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Is it possible to create a borderless world? How might it be better equipped to solve the global emergencies threatening our collective survival? Build Bridges, Not Walls is an inspiring, impassioned call to envision—and work toward—a bold new reality."Todd Miller cuts through the facile media myths and escapes the paralyzing constraints of a political 'debate' that functions mainly to obscure the unconscionable inequalities that borders everywhere secure. In its soulfulness, its profound moral imagination, and its vision of radical solidarity, Todd Miller’s work is as indispensable as the love that so palpably guides it."—Ben Ehrenreich, author of Desert Notebooks: A Road Map for the End of Time"The stories of the humble people of the earth Miller documents ask us to also tear down the walls in our hearts and in our heads. What proliferates in the absence of these walls and in spite of them, Miller writes, is the natural state of things centered on kindness and compassion."—Nick Estes, author of Our History Is the Future: Standing Rock Versus the Dakota Access Pipeline, and the Long Tradition of Indigenous ResistanceBy the time Todd Miller spots him, Juan Carlos has been wandering alone in a remote border region for days. Parched, hungry and disoriented, he approaches and asks for a ride. Miller's instinct is to oblige, but he hesitates: Furthering an unauthorized person’s entrance into the U.S. is a federal crime.Todd Miller has been reporting from international border zones for over twenty-five years. In Build Bridges, Not Walls, he invites readers to join him on a journey that begins with the most basic of questions: What happens to our collective humanity when the impulse to help one another is criminalized?A series of encounters—with climate refugees, members of indigenous communities, border authorities, modern-day abolitionists, scholars, visionaries, and the shape-shifting imagination of his four-year-old son—provoke a series of reflections on the ways in which nation-states create the problems that drive immigration, and how the abolition of borders could make the world a more sustainable, habitable place for all.Is it possible to imagine a borderless world? How could it emerge, and how might it be better equipped to solve the global emergencies that threaten our collective survival? Build Bridges, Not Walls is an inspiring, impassioned call to envision—and work toward—a bold new reality.Praise for Build Bridges, Not Walls:"Todd Miller’s deeply reported, empathetic writing on the American border is some of the most essential journalism being done today. As this book reveals, the militarization of our border is a simmering crisis that harms vulnerable people every day. It’s impossible to read his work without coming away changed."—Adam Conover, creator and host of Adam Ruins Everything and host of Factually!"All of Todd Miller's work is essential reading, but Build Bridges, Not Walls is his most compelling, insightful work yet."—Dean Spade, author of Mutual Aid: Building Solidarity During This Crises (And the Next)"Miller calls us to see how borders subject millions of people to violence, dehumanization, and early death. More importantly, he highlights the urgent necessity to abolish not only borders, but the nation-state itself."—A. Naomi Paik, author of Bans, Walls Raids, Sanctuary: Understanding U.S. Immigration for the Twenty-First Century and Rightlessness: Testimony and Redress in U.S. Prison Camps Since World War II"Todd Miller not only makes the case for tearing down the walls of Fortress America, but also for the future of the planet and humanity. The stories of the humble people of the earth he documents ask us to also tear down the walls in our hearts and in our heads. What proliferates in the absence of these walls and in spite of them, Miller writes, is the natural state of things centered on kindness and compassion."—Nick Estes, author of Our History Is the Future: Standing Rock Versus the Dakota Access Pipeline, and the Long Tradition of Indigenous Resistance"Miller lays bare the senselessness and soullessness of the nation-state and its borders and border walls, and reimagines, in their place, a complete and total restoration, therefore redemption, of who we are, and of who we are in desperate need of becoming."—Brandon Shimoda, author of The Grave on the Wall"Miller's latest book is a personal, wide-ranging, and impassioned call for abolishing borders."—John Washington, author of The Dispossessed: A Story of Asylum and the US-Mexican Border and Beyond"Through careful reporting and vivid personal experience, Miller illuminates the immediate need to bring people closer in an era of dehumanizing violence that is at the heart of U.S. political discourse and institutions and which has become painfully condensed in the Trump years."—Oswaldo Zavala, journalist and professor of Latin American literature and culture at the City University of New York and author of Drug Cartels Do Not Exist: Narcotrafficking and Culture in Mexico

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‘Probably the most readable, exciting and authoritative writer on science we have. A new Lawrence Krauss book always goes to the top of the curious mind’s wish list.’ Stephen Fry “I loved the fight scenes and the sex scenes were excellent.” (Eric Idle) 'In the span of a century, physics progressed from skepticism that atoms were real to equations so precise we can predict properties of subatomic particles to the tenth decimal place. Lawrence Krauss rightly places this achievement among the greatest of all stories, and his book—at once engaging, poetic and scholarly—tells the story with a scientist’s penetrating insight and a writer’s masterly craft.' (Brian Greene, author of The Elegant Universe, and Director, Center for Theoretical Physics, Columbia University) "Unlike some very clever scientists, Lawrence Krauss is not content to bask on the Mount Olympus of modern physics. A great educator as well as a great physicist, he wants to pull others up the rarefied heights to join him. But unlike some science educators, he doesn’t dumb down. In Einstein’s words, he makes it 'as simple as possible but no simpler.'" (Richard Dawkins, author of The Magic of Reality) “In every debate I’ve done with theologians and religious believers their knock-out final argument always comes in the form of two questions: Why is there something rather than nothing? and Why are we here? The presumption is that if science provides no answers then there must be a God. But God or no, we still want answers. In A Universe From Nothing Lawrence Krauss, one of the biggest thinkers of our time, addressed the first question with verve, and in The Greatest Story Ever Told he tackles the second with elegance. Both volumes should be placed in hotel rooms across America, in the drawer next to the Gideon Bible." (Michael Shermer, Publisher Skeptic magazine, columnist Scientific American, Presidential Fellow Chapman University, author The Moral Arc.) "A Homeric tale of science, history, and philosophy revealing how we learned so much about the universe and its tiniest parts." (Sheldon Glashow, Nobel Laureate, 1979 in physics) “The Greatest Story Ever Told—So Far ranges from Galileo to the LHC and beyond. It's accessible, illuminating, and surprising—an ideal guide for anyone interested in understanding our accidental universe.” (Elizabeth Kolbert, Pulitzer Prize-winning author of The Sixth Extinction) “College students, hippies, squares, Christians, Muslims, democrats, republicans, libertarians, theists, even atheists—all of us—sit around BS-ing like: ‘So, how did all this, I mean everything, all of us, the whole universe, you know, man, everything, how did this all get here?’ While we were doing that, Lawrence Krauss and people like him were doing the work to figure it out. Then Krauss wrote this great book about it. ‘Wow, man, you mean, like we’re getting closer to really knowing? I guess we’ll have to go back to talking about politics and sex.’” (Penn Jillette, author of Presto!) “Discovering the bedrock nature of physical reality ranks as one of humanity’s greatest collective achievements. This book gives a fine account of the main ideas and how they emerged. Krauss is himself close to the field, and can offer insights into the personalities who have led the key advances. A practiced and skilled writer, he succeeds in making the physics ‘as simple as possible but no simpler.’ I don’t know a better book on this subject.” (Martin Rees, author of Just Six Numbers) “It is an exhilarating experience to be led through this fascinating story, from Galileo to the Standard Model and the Higgs boson and beyond, with lucid detail and insight, illuminating vividly not only the achievements themselves but also the joy of creative thought and discovery, enriched with vignettes of the remarkable individuals who paved the way. It amply demonstrates that the discovery that ‘nature really follows the simple and elegant rules intuited by the 20th- and 21st-century versions of Plato’s philosophers’ is one of the most astonishing achievements of the human intellect.” (Noam Chomsky, Institute Professor & Professor of Linguistics (Emeritus), MIT) “Charming... Krauss has written an account with sweep and verve that shows the full development of our ideas about the makeup of the world around us... A great romp.” (Walter Gilbert, Nobel Award, Chemistry, 1980) “History of science with an edge—humorous, personal, passionate, yet intellectually serious and authoritative.” (Frank Wilczek, Nobel Laureate, Physics)In the beginning there was light but more than this, there was gravity. After that, all hell broke loose... This is how the story of the greatest intellectual adventure in history should be introduced - how humanity reached its current understanding of the universe, one that is far removed from the realm of everyday experience. Krauss connects the world we know with the invisible world all around us, which is removed from intuition and direct sensation. He explains our current understanding of nature and the struggle to construct the greatest theoretical edifice ever assembled, the Standard Model of Particle Physics -- and then to understand its implications for our existence. Writing in the critically acclaimed style of A Universe from Nothing, Krauss celebrates the beauty and wonders of the natural world and details our place within it and how this shapes our understanding of it. Krauss makes this story accessible through profiles of the scientists responsible for these advances, and clear explanations of their discoveries. Krauss takes us on a tour of science and the brilliant personalities who shaped it, often against political and religious indoctrination, enduring persecution and ostracism. Krauss creates a captivating blend of research and narrative to invite us into the lives and minds of these figures,creating a landmark work of scientific history.

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UNCOVERED: 1 in 4 EXAM GRADES IS WRONG 'An important contribution to our thinking.’ – Sixth Form Colleges Association 'An uncomfortable but important read.’ – Headmasters’ and Headmistresses’ Conference 'Everyone in UK education should reflect upon the problems identified in this powerful book' – Higher Education Policy Institute Every summer one million GCSE and A-Level candidates receive results that define their school years and set them up for their life. But those results are gravely unreliable. In fact, about one grade in four in England is WRONG. That is 1.5 million grades every year. An A-Level grade B might have been an A, or even a C, had a different examiner marked the script. Similarly, a GCSE grade 7 might have received a grade 8 or a 6. For a decade, young people and their friends and families have been unable to grasp the full extent of this randomness. Now, in this definitive and easy to follow book, Dennis Sherwood explains why so many pupils receive final grades that don’t do them justice. And he suggests ways to regain trust, which apply to essay-based exams throughout the world. Reviews ‘Know an A Level student who you were absolutely sure should nail an A* but ended up with a B? Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – Robert Campbell, former Chief Executive, Morris Education Trust ‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is an important contribution to our thinking.’ – Bill Watkin, Chief Executive, Sixth Form Colleges Association ‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is an uncomfortable but important read.’ – Melvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference ‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents an insightful analysis of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – Huy Duong, parent ‘Everyone in UK education should reflect upon the problems identified in this powerful book – and then decide what to do about them.’ – Nick Hillman, Director, Higher Education Policy Institute Anyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's incisive analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations. – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students ‘Dennis provides a clear, step-by-step outline of what is going so terribly wrong and the easy ways to remedy this.’ – Ollie Green, A-level student About the author Dennis Sherwood is a management consultant with experience of solving complex problems. He has a Physics Masters from the University of Cambridge, an MPhil in Molecular Biophysics and Biochemistry from Yale University and a PhD in biology from the University of California in San Diego. After being a consulting partner at Deloitte Haskins + Sells, and Coopers & Lybrand, he became an executive director at Goldman Sachs. He now runs his own business, The Silver Bullet Machine Manufacturing Company Limited, specialising in organisational creativity and innovation. He is author of 14 books. Extract - Foreword Gold standard! Well, maybe not! For many years England’s GCSE and A-level qualifications have enjoyed an international reputation as world-leading. They have frequently been cited as ‘gold standard’ examinations. In this book Dennis Sherwood applies forensic analysis, in an accessible format, to one aspect of those qualifications – the grades awarded to each student on results day. His expert commentary leaves us in no doubt that the architecture of reliability is nothing more than a fancy façade on a house that’s built on sand. This is not a book about whether examinations are the best way to assess authentic learning. That’s a different debate, although there’s evidence here that excessive reliance on end-of-course examinations exacerbates the great grading scandal. This is also not a book about whether the content of our examination-driven school and college curriculum is well-designed, fit for purpose or sufficiently visionary for the future needs of students. That too is a long overdue discussion which should inform public policy, but Dennis retains his focus on one pressing issue. Are the grades awarded to students at the end of the examination process a reliable indicator of their performance and ability? Can those grades be trusted to determine suitability for advanced academic study or access to employment? Do they serve to differentiate authentically between one student and the next? We are all familiar with the results day photographs that accompany the headlines in August. Enthusiastic celebrations with beaming smiles. Images that are carefully contrived to align with the supporting text as ‘Camelia’ (or whoever) progresses to a top university with her four A* grades or ‘Daniel’ revealed to be a prodigy as he attains twelve grade 9’s in his GCSEs. Their results may well be impressive and will certainly open doors towards privileged academic opportunities. But what if the student with AAB is actually no better, in any meaningful sense, than the student with BAC? What if these grades lack the precision that they appear to convey? Is there an element of unreliability in how they are awarded – such that two otherwise identical candidates may as well roll a dice alongside completing their examination paper to determine which, say, of two adjacent grades they may ultimately be awarded? If Dennis is right – and I think he is – then a great grading scandal unfolds before our eyes every summer... [Buy the book to continue reading the foreword] Dr Robin Bevan, Headteacher, Southend High School for Boys and NEU Past National President, 2020-21

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