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This paper develops a predatory theory approach to understanding state failure. Predatory theory expects that state revenue extraction is central to the ability of states to engage in any other activities. States that are able to maximize their revenue extraction subject to well-known constraints are therefore likely to avoid state failure. On the other hand, when state failure occurs, it should reduce state revenue extraction. These hypotheses receive mixed support in several two-stage least-squares time-series analyses that control for the endogenous relationship between state fiscal capacity and state failure. While state failure reduces state fiscal capacity, state fiscal capacity does not deter state failure onset or incidence. In the sub-Saharan African subsample, state fiscal capacity does reduce the incidence of state failure despite a reciprocal negative effect. Adapted from the source document.

In this paper I discuss the role of the Practice Educator and the need for further exploration of research in Wales. I explain in this paper that there is a 'role' conflict between practice assessor and 'educator'. The literature that is currently available on Practice Education includes the perspectives of Practice Educators in England. I therefore argue that a 'body of knowledge' is required to better understand the role of the Practice Educator in Wales.

Liberalism has always had a powerful concern with the education of its citizens. But who should exercise final authority over the education—parents or the state? The answer rests, in large part, on our understanding of the character of the self-rule or autonomy to be taught. For as "autonomy" comes to mean unpredetermined "choice," it becomes ever more difficult to justify parental control of education. In fact, parental control, supported by the earliest liberals, is now thought to produce "ethical servility." Liberal theorists—such as John Dewey, Amy Gutmann, and Eamonn Callan—break with thinkers like Locke and Mill in allowing the state to override parental preferences in the name of greater equality, preparation for autonomy, and democratic deliberation. We argue that taking educational authority away from parents and giving it to the state is anilliberalpolicy, meaning one that fails to abide by Locke's central distinction of political and parental power. This failure will lead both to greater ethical servility and to fewer reasonable alternatives from which autonomous individuals can choose.

Rudolf Bode's text Rhythm and its Importance for Education (published by Eugen Diederich, Jena, 1920) has both a theoretical and a practical aim: to clarify the nature of the rhythm phenomenon in order to lay down the foundations of 'Rhythmic Gymnastics'. Bode engages with the work of his contemporaries, such as Emile Jaques-Dalcroze, Karl Buecher and Ludwig Klages, and comes to identify rhythm with a continuum devoid of rationality. The text is unique in its ability to meaningfully connect such diverse fields as philosophy, gymnastics, anthropology and politics and shows, in this way, the potential of 'rhythmanalysis'.

Higher Education in Vietnam: Change and Response edited by David Sloper and Le Thac Can.

Description based on: 96th Congress (July 1979); title from cover. ; CIS/Index to publications of the United States Congress ; Vols. for 1979- cumulate the previous issue from the beginning of each Congress, culminating in a final issue. ; Mode of access: Internet.

"This accessible introduction to peace education and yogic science provides a toolkit to help bring contemplative peacebuilding (intervention to stop harm) practices to the classroom and community center. The latest research is presented alongside personal reflections of teachers and facilitators. Preparatory exercises and practices are included, along with creative activities for emotional grounding and stress management"--

I have written this book to put forward a new theory of reading­ the cognitive clarity theory. But the book is not all theory. I have tried to show how this theory can help students, teachers and parents to improve children's education in reading at home and at school. Although the cognitive clarity theory is new, it is derived from other theories and from a wide range of educational, linguistic and psychological research. The cognitive clarity theory is thus a bringing together of the insights of many col­ leagues in these disciplines. What the theory owes to these colleagues is clearly acknowledged as the evidence is presented. But I must also be thankful for the experiences that have led me in this direction. I worked as a school teacher for nearly ten years before I became an experimental psychologist. During my years as a teacher I was often baffled by children's difficulties in learning to read. Then, only two or three years after qualifying in psych­ ology, I had the good fortune to be chosen to plan and conduct the first large scale experiment on children's reading in Britain.