Globalization of the Indian economy has dramatically influenced social life in India. The expansion of the middle class is said to have occurred as a consequence of this process. Based on ethnographic research among lower-middle-class families in West Bengal, India, the author examines the apparent paradox between women's positive perceptions of empowerment and the overall negative impact of structural adjustment policies on women. Many scholars argue that globalization has been detrimental to women due to growing structural gender inequalities, but many (...) respondents identify greater opportunities to challenge preexisting patriarchal norms through the role models available in the globalized media. While there are increasing inequalities for households, women do not consider these to be gender disadvantages, emphasizing instead the opportunities for greater independence. The author pays particular attention to the confluence of the prowomen consumer discourses of the global market with earlier developmentalist notions of the public role of women. (shrink)

Traditionally floods have been understood to be acts of God or nature, with localised impacts afflicting those who choose to live or to invest capital in lowland and coastal locations. This central idea of causation, located outside human agency, survives somewhat precariously today, but is reflected in the lack of any right to protection from flooding in England and Wales. However in 1930 new legislation institutionalised a social framing of the impact of floods as part of a wider national problem. (...) This related the interests of lowland agriculture and land drainage to the national economic and military interest. Modernising and expanding agricultural production was a political priority from the 1930s to the 1980s. The cost of preventing flooding and draining land was transferred from the affected landowners to the nation as a whole. River and coastal engineering was central to the new policy, and by the early 1970s much of the riverine and coastal environment was radically altered by flood defence structures and associated land drainage. As a result of food over-production and conflicts with conservation interests in the early 1980s, the emphasis has shifted from drainage to flood defence, while risk reduction and environmentalist values have also been promoted. The institutional arrangements from 1930 largely survive, however, and a new coherent social framing has failed to emerge. It is argued that for a risk-oriented framing to succeed, new assumptions about causation and a new ethical outlook are now needed. Emphasis on flood 'control' rather than 'defence', and a shift in priorities from economic benefits towards human rights and intrinsic value in nature are proposed as key elements in such a reframing. (shrink)

MARXISM AND LIBERALISM edited by Ellen Frankel Paul, Fred D. Miller, Jr., Jeffrey Paul and John Ahrens New York: Basil Blackwell, 1986. 223 pp., $14?95 (paper) LIBERALISM by John Gray Minneapolis: University of Minnesota Press, 1986. 106 pp., $9.95 (paper).

ABSTRACT Four decades ago, Gerald Kramer showed that economic conditions affect electoral outcomes. Some researchers took this to mean that voters were self-interested, voting their “pocketbooks,” while others, such as Leif Lewin, took it to mean that voters were sociotropic, motivated by the public interest—and therefore altruistic. It is important, however, to avoid conflating sociotropic voters with altruistic ones. Voters might be voting in favor of politicians or parties that they think will further the public interest as an indirect route (...) to furthering their own interests, as members of the public. More research, perhaps conducted using novel methodologies, is needed in order to settle the extent to which voters are motivated by self-interest or by the public interest. (shrink)

This chapter contains sections titled: Classic Theories of Teaching and Learning John Dewey's Theory of Learning and Teaching Contemporary Constructivist Theories of Teaching and Learning The Contributions of Analytic Philosophy of Education Contemporary Theories of Learning.

ABSTRACT Four decades ago, Gerald Kramer showed that economic conditions affect electoral outcomes. Some researchers took this to mean that voters were self-interested, voting their “pocketbooks,” while others, such as Leif Lewin, took it to mean that voters were sociotropic, motivated by the public interest—and therefore altruistic. It is important, however, to avoid conflating sociotropic voters with altruistic ones. Voters might be voting in favor of politicians or parties that they think will further the public interest as an indirect route (...) to furthering their own interests, as members of the public. More research, perhaps conducted using novel methodologies, is needed in order to settle the extent to which voters are motivated by self-interest or by the public interest. (shrink)

This chapter contains sections titled: Introduction The Argument for Methodological Unity The Argument against Methodological Unity Understanding Others The Ontological Turn and the New Causalist Consensus References.

This chapter contains sections titled: Historiographic Concepts Historical Laws Historiographic Interpretations Conclusion References.

This chapter contains sections titled: Labeled Deductive Systems in Context Examples from Monotonic Logics Examples from Non‐monotonic Logics Conclusion and Further Reading.