LEADER 01509nam 2200373 n 450 001 996384859203316 005 20200824121612.0 035 $a(CKB)4940000000070350 035 $a(EEBO)2264214900 035 $a(UnM)99837110_1420e 035 $a(UnM)99837110_1420 035 $a(EXLCZ)994940000000070350 100 $a19900928d1527 uy | 101 0 $aroa 135 $aurbn||||a|bb| 200 10$aDe termino Michaelis. anno. iiij. Henrici sexti$b[electronic resource] 210 $a[[London] $cImpress. per Richardum Pynsonum regium impressorem$d[1527?]] 215 $a[64] p 300 $aLaw reports for 4 Henry VI (Michaelmas, Hilary, and Easter, and Trinity terms). 300 $aText in Law French. 300 $aCaption title. 300 $aPrinter's name from colophon; publication date suggested by STC. 300 $aSignatures: A-D?·? E-F?. 300 $aIdentified as STC 9637+ at reel 658:15. 300 $aReproductions of the originals in the Henry E. Huntington Library and Art Gallery and the Harvard University Library. 300 $aAppears at reel 658 (Henry E. Huntington Library and Art Gallery copy) and at reel 1794 (Harvard University Library copy). 330 $aeebo-0062 606 $aLaw reports, digests, etc$zGreat Britain$vEarly works to 1800 615 0$aLaw reports, digests, etc. 801 0$bCu-RivES 906 $aBOOK 912 $a996384859203316 996 $aDe termino Michaelis. anno. iiij. Henrici sexti$92330029 997 $aUNISA LEADER 05243nam 2200697 450 001 9910787148603321 005 20230810010428.0 010 $a1-4384-5391-4 035 $a(CKB)3710000000261370 035 $a(EBL)3408946 035 $a(SSID)ssj0001352668 035 $a(PQKBManifestationID)12594446 035 $a(PQKBTitleCode)TC0001352668 035 $a(PQKBWorkID)11311619 035 $a(PQKB)10581321 035 $a(MiAaPQ)EBC3408946 035 $a(Au-PeEL)EBL3408946 035 $a(CaPaEBR)ebr10954094 035 $a(OCoLC)893439323 035 $a(EXLCZ)993710000000261370 100 $a20141020h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFaculty fathers $etoward a new ideal in the research university /$fMargaret W. Sallee 210 1$aAlbany, New York :$cSUNY Press,$d2014. 210 4$d©2014 215 $a1 online resource (256 p.) 300 $aDescription based upon print version of record. 311 $a1-4384-5389-2 320 $aIncludes bibliographical references and index. 327 $a""Contents""; ""List of Tables""; ""Acknowledgments""; ""1. Introduction""; ""Navigating Parenthood at the Research University""; ""The Ideal Worker in the Gendered University""; ""The Gendered University""; ""Work/Life Issues and the Faculty Career""; ""Accommodating Family Demands at the Research University""; ""Tenure-Clock Extension""; ""Pregnancy Leave, Childbearing Leave, and Parental Leave""; ""Release from Teaching Duties (Active Service/Modified Duties)""; ""Part-Time Tenure Track""; ""Backup Childcare""; ""Miscellaneous Institutional Programs""; ""Methodology""; ""Campus Profiles"" 327 $a""A Snapshot of the Fathers""""Methods of Data Collection""; ""Organization of the Book""; ""2. Conflicting Roles: The Ideal Worker or the Ideal Father?""; ""The Faculty Career Is Ideal for Parenting?""; ""The Ideal Faculty Member Is the Ideal Worker""; ""The Ideal Worker as Breadwinner, not Caregiver""; ""Mothers versus Fathers: Biological and Socially-Constructed Differences""; ""Contrasting Opinions over Policy Use""; ""Career and Identity Consequences for Policy Use""; ""Conclusion""; ""3. Family-Friendly or Father-Friendly: Institutional Culture and the Ideal Worker"" 327 $a""Elements of Organizations that Shape Mena???s Ability to Balance Work and Family""""Existence of Formal Policies""; ""History of Policy Use""; ""Managerial Support""; ""Coworker Support""; ""Eastern University: Neither Father-Friendly nor Mother-Friendly""; ""Location""; ""Policies and Programs""; ""Central Administration""; ""Department-Level Support""; ""Southern University: Family-Friendly or Mommy-Friendly?""; ""Location""; ""Policies and Programs""; ""Central Administration""; ""Department-Level Support""; ""Western University: Working Toward a Father-Friendly Culture""; ""Location"" 327 $a""Policies and Programs""""Central Administration""; ""Department-Level Support""; ""Midwestern University: Family-Friendly Policies, Father-Friendly Departments""; ""Location""; ""Programs and Policies""; ""Central Administration""; ""Department-Level Support""; ""Conclusion""; ""Location""; ""Existence of Policies""; ""History of Policy Use""; ""Support from Administration, Deans, and Chairs""; ""Support from Colleagues""; ""4. Disciplinary Culture and the Ideal Worker""; ""Structure of Work""; ""People in the Discipline""; ""Humanities and Social Sciences""; ""Structure of Work"" 327 $a""People in the Discipline""""Sciences and Engineering""; ""Structure of Work""; ""People in the Discipline""; ""Professional Schools""; ""Structure of Work""; ""People in the Discipline""; ""Conclusion""; ""Structure of Work""; ""People in the Discipline""; ""5. How Family Life Affects Faculty Life""; ""Defining Productivity""; ""Hours Worked""; ""Fatherhood Leads to Increased Productivity and Efficiency""; ""Fatherhood Leads to Decreased Productivity and Scholarly Engagement""; ""Intellectual Attention and Scholarly Work""; ""Conclusion""; ""6. The Ideal Worker Inside or Outside the Home?"" 327 $a""Shifting or Reinscribing Gender Norms?"" 606 $aCollege teachers$zUnited States$xLeaves of absence$vCase studies 606 $aCollege teachers$xFamily relationships$zUnited States$vCase studies 606 $aMale teachers$zUnited States$xLeaves of absence$vCase studies 606 $aMale teachers$xFamily relationships$zUnited States$vCase studies 606 $aFamily leave$zUnited States$vCase studies 606 $aSex differences in education$zUnited States$vCase studies 610 $aMale college teachers 615 0$aCollege teachers$xLeaves of absence 615 0$aCollege teachers$xFamily relationships 615 0$aMale teachers$xLeaves of absence 615 0$aMale teachers$xFamily relationships 615 0$aFamily leave 615 0$aSex differences in education 676 $a378.121 700 $aSallee$b Margaret$f1977-$01545877 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787148603321 996 $aFaculty fathers$93801060 997 $aUNINA LEADER 05158nam 22006615 450 001 9910337747303321 005 20200706104532.0 010 $a3-319-92276-9 024 7 $a10.1007/978-3-319-92276-8 035 $a(CKB)4100000004835365 035 $a(DE-He213)978-3-319-92276-8 035 $a(MiAaPQ)EBC5430746 035 $a(EXLCZ)994100000004835365 100 $a20180614d2019 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAlasdair MacIntyre, Rationality and Education $eAgainst Education of Our Age /$fby Steven A. Stolz 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (XIV, 71 p.) 225 1 $aSpringerBriefs on Key Thinkers in Education,$x2211-937X 311 $a3-319-92275-0 320 $aIncludes bibliographical references. 330 $aDespite Alasdair MacIntyre being known as an academic who has made many notable contributions to a range of areas in philosophy, his thinking on education is not as well-known and/or properly understood by most audiences and readerships that predominantly reside in educational contexts. With this in mind, this book aims to provide a critique of MacIntyre?s thinking about education, and hence commences with a central theme found in MacIntyre?s extensive corpus concerning the fragmentation and disunification of ideas found in our culture and society that stems both from the rejection of metaphysics and what it means to be a human being living within the context of history. According to MacIntyre, part of the problem why this has occurred is due to educational institutions, particularly universities failing to resist the pressure exerted from industry and the state to conform. Unfortunately, this has resulted in a type of intellectual dissensus where the shared conceptions of rational enquiry and the role of reason have been replaced by pluralistic notions of private and personal choices concerning the good, and a disillusionment with reason that is ultimately exhibited as apathy and conformism. In order to overcome this apathy and conformism found in our culture and society, MacIntyre?s educational project is concerned with the cultivation of rationality; however, this is not an easy undertaking because it involves students being confronted with alternative ? sometimes rather hostile ? rival traditions so they both come to see rival points of view and understand that each tradition, including their own, does not come from a neutral or value-neutral standpoint. To MacIntyre, dialectical encounters between traditions is a crucial starting point of a good education, but for intellectual and academic progress to be made, rational enquiry needs to be grounded in a shared understanding of first principles that aims at truth and rational vindication. It is this shift in thinking that is of interest in the latter part of this book, particularly MacIntyre?s views around tradition-orientated communities of practice. Here, MacIntyre is concerned with the praxis of his educational project and the crucial role tradition-orientated communities play in the cultivation of independent reasoners who are capable of seeing the interconnectedness between different forms of knowledge that can lead us to an informed discovery of both the truth, and of the good, but most importantly exhibit virtuous dispositions which are vital to good practical reasoning. . 410 0$aSpringerBriefs on Key Thinkers in Education,$x2211-937X 606 $aEducation?Philosophy 606 $aPhilosophy and social sciences 606 $aCritical Thinking 606 $aEducational sociology  606 $aEducation and sociology 606 $aLearning 606 $aInstruction 606 $aEducational Philosophy$3https://scigraph.springernature.com/ontologies/product-market-codes/O38000 606 $aPhilosophy of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/E25000 606 $aCritical Thinking$3https://scigraph.springernature.com/ontologies/product-market-codes/O53030 606 $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/X22070 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 615 0$aEducation?Philosophy. 615 0$aPhilosophy and social sciences. 615 0$aCritical Thinking. 615 0$aEducational sociology . 615 0$aEducation and sociology. 615 0$aLearning. 615 0$aInstruction. 615 14$aEducational Philosophy. 615 24$aPhilosophy of Education. 615 24$aCritical Thinking. 615 24$aSociology of Education. 615 24$aLearning & Instruction. 676 $a370.1 700 $aStolz$b Steven A$4aut$4http://id.loc.gov/vocabulary/relators/aut$01058070 906 $aBOOK 912 $a9910337747303321 996 $aAlasdair MacIntyre, Rationality and Education$92496932 997 $aUNINA