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Soldiers Serving the Nation, like its companion volume Portrait of an Army (1991), highlights a representative cross-section from the more than 15,000 pieces of military art in the Army Art Collection, consisting of paintings, drawings, sketches, watercolors, and other media. The selected images provide a powerful record of an Army on the move by focusing on the individual Soldier meeting the nation's needs wherever and whenever required. The artists have captured that sense of duty and personal commitment in portraits and scenes, recording conditions, people, and things that have shaped the Soldier's life. The result is a distilling of experience and emotions, of conditions and places, and of courage and hard work, as rendered in images that move from the particular moment to what has been consistent over time--the long tradition of service rooted in the dedication and inner strength of each Soldier

Behavioral and social sciences randomized controlled trials (BSSTs) have a significant role in life sciences. Choosing an appropriate control or comparator group for BSSTs is critical, to provide true intervention effects. The objective of this study was to determine the types of control groups used in BSSTs, and the rationale provided to justify these choices. We conducted a systematic survey of BSST protocols published between January 2012 and October 2016 in the Cochrane Library and Medline databases. We randomly selected 200 protocols. The study selection and data extraction were performed independently in duplicate. The most frequent control groups were active concurrent (97/200, 48.5%), and no treatment concurrent controls (88/200, 44.0%). The majority of studies (71.5%) did not provide justification for comparators choice. We concluded that BSSTs trials compare interventions to active and no treatment controls however the majority of trials lacked rationale for the selection of the study comparator.

This paper describes the fascinating case of the Chinese People's Political Consultative Conference system (CPPCC) and its evolution since 1949. The CPPCC's original idea is to allow select members who represent the diversity of society in the one-party state gain limited access to policy-making in exchange for their (public show of) adherence to the Chinese Communist Party (CCP). Usually seen as merely a decorative "flower vase" for the one-party regime, or – at best – as a networking club meant to appease varying elite groups in Chinese society, the CPPCCs represent a largely overlooked part in research on the Chinese political system. Despite the CCP's fundamental ideological transformations since 1949 it adamantly clings to this symbol of "party-external consultation" and the "Patriotic United Front", which was recently reinvigorated by the party leadership. Against this background, in this article we trace the major developments in the CPPCC since 1949 and identify both the continuities as well as significant interpretational and practical shifts that have occurred with regard to the CPPCC's main official functions: "representation" and "consultation". We have looked, in particular, at official descriptions and legitimations of the CPPCC system, delegates' self-conceptualization and interpretation of their role, and how all this translates into the conferences' political practice today. Our preliminary findings show how the CPPCC on the one hand still embodies the CCP's traditional preference for differential political inclusion, which in this case equates social status with political capability and bets on the cooptation of diversified elites. On the other hand, we observe that the deliberately non-transparent and flexible selection criteria and work guidelines for the CPPCC present both constraints as well as chances for selected members when defining their role and function. Finally, beyond providing an overview of the CPPCC system's evolution, status, and work mode, we identify the many gaps that still exist in research on this institution and suggest potential starting points for future studies.

H. Jefferson Powell offers a powerful new approach to one of the central issues in American constitutional thinking today: the problem of constitutional law's historicity, or the many ways in which constitutional arguments and outcomes are shaped both by historical circumstances and by the political goals and commitments of various actors, including judges. The presence of such influences is often considered highly problematic: if constitutional law is political and historical through and through, then what differentiates it from politics per se, and what gives it integrity and coherence? Powe

This contribution distinguishes two kinds of responsibility: the basic (or 'metaphysical') kind that we all inescapably have as functioning human beings; and the assignable (or 'political') kind that connects each of us with some particular tasks, and not with others. Having explored some differences between the two, and in particular the role of law's authority in connection with each, the discussion turns to the negligence standard, especially but not only as it figures in tort law. Recently, several philosophers have attempted to find a role for the negligence standard in the metaphysics of basic responsibility. This contribution resists that development and stands up for the traditional lawyer's view that the negligence standard belongs to the pliable politics of assignable responsibility. Basic responsibility, it is argued, is fundamentally strict.

Economic rights can be instantiated in a variety of ways. This article investigates the problem associated with making economic rights into policy through one source: the political policymaker. By considering the policymaker's decision problem, we can identify particular decision flaws and possible corrective measures that might prompt economic rights instantiation through "enlightened self-interest." A complementary approach involves constitutionalizing economic rights as directive principles and enforceable law, which could work somewhat independently of the policymaker's preferences and/or beliefs. The final part of the article examines a sample of actual constitutions to determine whether government effort toward fulfilling economic rights is related with constitutionalization. The evidence considered here suggests a positive relationship: countries with better economic rights provisions in their constitutions demonstrate greater economic rights effort.

Even though a central bank has formal independence, the success of its actions are part of an interdependent system of policies in which elected governments have a role too. In the making of monetary policy, economists have technical expertise but politicians claim electoral legitimacy. This paper examines monetary policy from the perspective of elected officeholders who must balance non-economic pressures, both domestic and international, against concerns of central bankers with monetary constraint. It emphasizes divisions within national governments about how that balance should be struck, and differences in political priorities for economic policymaking between countries and across time. It concludes with a POP (Politically Optimal Policy), having flexibility between multiple and shifting policy goals rather than fixing on a single target, monetary or non-monetary.

ABSTRACTEconomic actors command political power as well as economic power. It is used to the same effect to create monopolies and oligopolies. The two powers can be combined; e.g., aside from monopolies based only on economic power or only on government intervention, there are especially powerful monopolies that command both powers. The stability of the various power holders is related to the nature of their power base; pure economic power is particularly unstable. However, economic power can be more readily amassed than interventionist power, which violates norms, and has a sharply declining marginal utility. When the effects of interventionist power are added to those of economic power, economies such as America, which are often classified as quite competitive, turn out to be much less so.

"Placed in the wider scope of post-war European decolonisation migrations, The Retornados from the Portuguese Colonies in Africa looks at the "Return" of the Portuguese nationals living in the African colonies when they became independent. Using an interdisciplinary research agenda, the book presents a collection of research essays written by experts in the fields of anthropology, history, literature and the arts, that look at a wide range of memory narratives through which the Return-as well as the experiences of war, violence, loss and trauma-have been expressed, contested and internalised in the social realm. These narratives include testimonial accounts from the so-called retornados from Africa and their descendants, as well as works of fiction and public memory-novels, television series, artworks, films or social media-that have come to mediate the public understanding of this past. Through the dialogue between these different narrative modes, this book intends to explore the interplay between official memory, the lived experience and fiction, thus contributing to build an empirical basis to critically discuss the memory of the end of the Portuguese empire within postcolonial Europe. This book will be of great interest to postgraduates, researchers and academics, most notably the ones working in the fields of postcolonial studies, cultural studies and memory studies"--

Although the linguistic theory of Ferdinand de Saussure is widely recognised as the forerunner of structuralism, it is often treated in the humanities and social sciences today as a stepping stone toward more sophisticated, generalised semiotics and theories of discourse. As a result, social and political implications of Saussure's original conception of language have frequently been underestimated. Drawing from the classic lecture Course in General Linguistics and the fragmented notes collected in Writings in General Linguistics, this article offers a reconstruction of the social and political dimensions that were present, albeit in an inchoate form, within Saussure's own theorisation. To act as a foil to the reconstructed Saussurean position, this article calls upon an essay that charts the historical development of the concept of discourse authored by Ernesto Laclau, who is perhaps the most politically oriented thinker among the many inheritors of the Saussurean legacy.

Cover title: Political and military affairs after 1865. ; Includes bibliographical references. ; Mode of access: Internet.

Western science has become epistemically and politically correct over the last two or three centuries (in the West, and then elsewhere). Its practical correctness has been underpinned by claims about utility, about technological and other goodies derived from science – a sort of internal cargo cult, but one which is coming under pressure in the risk society. Indigenous knowledge is becoming practically correct (as an as yet insufficiently tapped resource for development) and politically correct (cf. reconciliation). Is it now also epistemically correct? For that matter, how 'correct' is Western science here? I will use sociology of knowledge insights to address these questions, after outlining the structure of debate and practice on indigenous knowledge.Keywords: indigenous knowledge, Western science, political correctness, practical correctness, epistemic correctness, cosmovision

The intended new context-based curriculum for four science subjects (AS-MaT1, biology, chemistry, and physics) in senior general secondary education and pre-university education has been the subject of numerous research and teacher professionalisation efforts in the Netherlands for the last seven years. Following international forerunners, the context-based approach was chosen to counter falling interest in future education in science among students. The governmentally instituted innovation committees were committed to have input from teachers as well as university experts as to what the various curricula should contain. In the discussions on context-based education the focus has mainly been placed on the details on what a context-based approach should entail for each science subject. The committees were prepared to test the new curriculum in years 10-12 in secondary education, including the national exams, for which they needed new context-based cur- riculum materials. These context-based curriculum modules were made by teams of teachers and academic experts, although the actual line-up of the teams varied, from one teacher working alone and testing the material in the own classroom, to several teachers and experts working together with the final product being edited by a professional editor. The teachers working in these design teams for context-based curriculum material are expected to have learned more about the context-based approach than their peers without this experience. The learning of teachers in design teams for context-based materials was the topic of this thesis. The aim was to construct an optimal professional development programme for science teachers based on the experiences of these designers. First a definition of context-based education that would do justice to the national and international literature needed to be constructed. Then a translation from this definition to the teaching practice was made, by defining five teaching competences important for teaching context-based education. These competences were context handling, regulation, emphasis, design, and school innovation. The general research question in this thesis was: How does the participation of teachers in context-based design teams (ASMaT, biology, chemistry, and physics) contribute to their professional development towards contextbased teaching, and which factors concerning the design experience hinder or facilitate this development? A composite instrument able to measure the five context-based teaching competences was constructed and tested in a pilot study. Quantitative parts of the composite instrument were evaluated further in two national studies. The composite instrument was found to be valid and reliable for measuring the context-based competence of teachers. The validated instrument was used in a larger study amongst teachers who designed curriculum materials for the context-based innovation and teachers who were not involved in designing. Designers were found to have acquired more context-based competence than non-designers. An influence of the material used in class on context-based competence was also dis- covered. Using a combination of context-based curriculum modules and a standard textbook in class resulted in more context-based competence. The designers were interviewed on their design experience. The answers were analysed to find that some kind of structure should be used when de- signing curriculum materials. This structure could be a learning continuity pathway, a project planning and task division, or rules of thumb to ensure the designed curriculum material contained everything it should. The context-based teaching competence of the designers was also correlated with characteristics of their design experience. Influencing factors were participants in the team, time spent on designing materials, and use of context-based materials in the own class. A professional development programme was designed and executed with six teachers using these factors and factors identified from literature on teacher professional development. The programme was successful in changing teachers context-based competences. The general conclusions include the confirmation of the five teaching competences in demand in context-based education as well as suggestions for additions to these competences. As stated above, not only has designing curriculum materials been found to influence context-based teaching competency, but also the use of a combination of standard textbook with context-based curriculum modules has a positive influence. For a professional development programme success factors have been identified, both general and specific to context-based education. These findings can be useful to the teaching practice, textbook publishers, institutions for teacher professional development and teacher training.