Kirjahaku

A concise, yet complete study of the theory of international trade and foreign lending. The author discusses two of the major models used to discuss trade: the Theory of Comparative Advantage, and the Heckscher-Ohlin model. Connolly presents empirical tests of both theories, and then moves on to discuss, gains from trade and protectionist vs. free trade arguments and applies the basic trade model to international lending.

In 1856, the US Supreme Court denied Dred Scott, now free of slavery, his Constitutional rights, solely because he was black. According to the Court, when the Constitution was drafted, some 60 years earlier, its authors would not have intended that ‘a subordinate and inferior class of beings’ qualified as citizens of the United States. Thus, the meaning of language drafted over half a century before was frozen in time.This case, perhaps more than any other, demonstrates that the matter of statutory interpretation is critical, technical, and, sometimes, highly emotive. The case is not a mere nugget from history to indulge our disgust with values of another age, and with it a satisfaction of our progress to today’s higher moral ground. It is the unfortunate case that the senior courts of England continue to produce highly contentious interpretations of our equality and discrimination laws. This book examines these cases from the perspective of statutory interpretation, the judge’s primary function. The scrutiny finds the judgments technically flawed, overcomplicated, excessively long, and often unduly restrictive. As such, this book explains how the cases should have been resolved – using conventional methods of interpretation; this would have produced simpler, technically sound judgments. Rather like the case of Dred Scott, these were easy cases producing bad law.

In identifying a number of ‘fuzzy border’ cases (notably where pensionable age, pregnancy, residence, and marriage, are proxies for unlawful discrimination), Equality, Discrimination and the Law argues that the traditional notions of discrimination and victimisation are inadequate to implement equality policy and cannot represent fully the reality of discriminatory practices. When Mr and Mrs James - each aged 61 - went swimming, Mr James was charged for entry, while Mrs James was admitted free. The reason was that the local authority offered free swimming to those of ‘pensionable age’ (at the time, 65 for men and 60 for women). The House of Lords found that Mr James had suffered direct sex discrimination. This majority plurality decision indicated that sometimes a given set of facts does not neatly accord to traditional definitions of discrimination. This in turn encourages the judiciary to shape the law to fit the facts, which results in an inconsistent body of law full of ‘fuzzy borders’. Starting with the James case, this book investigates a number of ‘fuzzy border’ cases in the EU and UK based on nationality discrimination, notions of indirect discrimination, pregnancy and sex discrimination, marriage and sexual orientation discrimination, perceived discrimination, and victimisation. The argument concludes that fixed notions such as ‘direct and indirect discrimination are mutually exclusive’ do not stand up to scrutiny and that it must be recognised that the traditional concepts of discrimination and victimisation do not reflect the reality of practice.This work is essential reading for students, scholars and practitioners in all EU and English-speaking jurisdictions, particularly post-graduates, Policy/Law-makers, and those on dedicated equality undergraduate courses.

This textbook introduces students to the fundamental workings of business and finance in the global economy. It brings clarity and focus to the complexities of the field and demonstrates the key linkages between the foreign exchange markets and world money markets.Core topics examined include: corporate aspects of international finance, with special attention given to contractual and operational hedging techniques the mechanics of the foreign exchange markets the building blocks of international finance the optimal portfolio in an international setting. Michael Connolly also provides up-to-date statistics from across the globe, relevant international case studies, problem sets and solutions and links to an online PowerPoint presentation. International Business Finance is an engaging and stimulating text for students in undergraduate and MBA courses in international finance and a key resource for lecturers.

This textbook introduces students to the fundamental workings of business and finance in the global economy. It brings clarity and focus to the complexities of the field and demonstrates the key linkages between the foreign exchange markets and world money markets.Core topics examined include: corporate aspects of international finance, with special attention given to contractual and operational hedging techniques the mechanics of the foreign exchange markets the building blocks of international finance the optimal portfolio in an international setting. Michael Connolly also provides up-to-date statistics from across the globe, relevant international case studies, problem sets and solutions and links to an online PowerPoint presentation. International Business Finance is an engaging and stimulating text for students in undergraduate and MBA courses in international finance and a key resource for lecturers.

Debunking the Taboo of TruancyDon't Fence Me In: Essays on the Rational Truant makes the iconoclastic assertion that most truancy stems from rational decisions made by students facing adverse circumstances in school This unique and engaging take on truancy rejects the assertion that all acts of truancy are linked to deviancy and anti-social behaviour. While the book's aim is not to absolve young people from accountability, it shows that structural weaknesses in the state-supported school system play a significant role in truancy from class and school.The book consists of a series of essays which seek to explain and understand truancy rationally, and dismantle existing narratives surrounding truancy. Many of the contributors report on recent research including the relation of teaching style to truancy, the incidence of truancy as a function of ethnic group and linguistic proficiency, the student as consumer and the importance of establishing a literate order to decrease truancy rates. Other essays in the collection are more speculative, offering a theoretical assessment of political attitudes to truancy.Don't Fence Me In makes essential reading for anyone with an interest in today's schooling system. It offers a fascinating and insightful exploration into one of schooling's biggest taboos.

In identifying a number of ‘fuzzy border’ cases (notably where pensionable age, pregnancy, residence, and marriage, are proxies for unlawful discrimination), Equality, Discrimination and the Law argues that the traditional notions of discrimination and victimisation are inadequate to implement equality policy and cannot represent fully the reality of discriminatory practices. When Mr and Mrs James - each aged 61 - went swimming, Mr James was charged for entry, while Mrs James was admitted free. The reason was that the local authority offered free swimming to those of ‘pensionable age’ (at the time, 65 for men and 60 for women). The House of Lords found that Mr James had suffered direct sex discrimination. This majority plurality decision indicated that sometimes a given set of facts does not neatly accord to traditional definitions of discrimination. This in turn encourages the judiciary to shape the law to fit the facts, which results in an inconsistent body of law full of ‘fuzzy borders’. Starting with the James case, this book investigates a number of ‘fuzzy border’ cases in the EU and UK based on nationality discrimination, notions of indirect discrimination, pregnancy and sex discrimination, marriage and sexual orientation discrimination, perceived discrimination, and victimisation. The argument concludes that fixed notions such as ‘direct and indirect discrimination are mutually exclusive’ do not stand up to scrutiny and that it must be recognised that the traditional concepts of discrimination and victimisation do not reflect the reality of practice.This work is essential reading for students, scholars and practitioners in all EU and English-speaking jurisdictions, particularly post-graduates, Policy/Law-makers, and those on dedicated equality undergraduate courses.

In 1856, the US Supreme Court denied Dred Scott, now free of slavery, his Constitutional rights, solely because he was black. According to the Court, when the Constitution was drafted, some 60 years earlier, its authors would not have intended that ‘a subordinate and inferior class of beings’ qualified as citizens of the United States. Thus, the meaning of language drafted over half a century before was frozen in time.This case, perhaps more than any other, demonstrates that the matter of statutory interpretation is critical, technical, and, sometimes, highly emotive. The case is not a mere nugget from history to indulge our disgust with values of another age, and with it a satisfaction of our progress to today’s higher moral ground. It is the unfortunate case that the senior courts of England continue to produce highly contentious interpretations of our equality and discrimination laws. This book examines these cases from the perspective of statutory interpretation, the judge’s primary function. The scrutiny finds the judgments technically flawed, overcomplicated, excessively long, and often unduly restrictive. As such, this book explains how the cases should have been resolved – using conventional methods of interpretation; this would have produced simpler, technically sound judgments. Rather like the case of Dred Scott, these were easy cases producing bad law.

Since its founding in 1651 on the western shore of the Delaware River, New Castle and its residents have shared in the making of American history. Known as the first capital of the first state, this charming town watched European powers clash over its control; welcomed William Penn when he first set foot on American soil; participated in the drama of the Revolutionary War, the War of 1812, and the Civil War; and reaped the benefits of new technologies like the railroad, steam engine, and aviation. Eventually, trade and commerce moved elsewhere, leaving New Castle preserved and intact. Today, the people of New Castle take great pride in their community's heritage and enjoy sharing the story of this National Historic Landmark District with others.

A leader's position can be a lonely one even in the best of times. A school leader faces many challenges —some of them daunting. Principals and other school leaders benefit from good mentors, but now that many established principals are reaching retirement age a good mentor may be hard to find. What They Never Told Me in Principals School attempts to fill the gap left by an absence of mentors. Drawing upon his many personal experiences as a principal in urban, suburban and rural schools in the USA as well as his work in a variety of international schools, Mike Connolly shares with leaders what they need to know in order to develop, be successful and feel fulfilled in the important work of educating the students of the next generations.

With so much emphasis these days on making students globally competitive and prepared to beat students of other nations on international assessments, and with so much talk about academic rigor and emphasis on rigid accountability measures, we are in danger of losing sight of the most fundamental element of successful teaching and learning — love. Teaching Kids to Love Learning, Not Just Endure It makes the case that if we really want "no child left behind" we must return to the solid foundation on which successful teaching and learning has always rested — the love of teacher for her students (and they for her) and the passion of the teacher for her discipline and her desire to share that passion with her students.

With so much emphasis these days on making students globally competitive and prepared to beat students of other nations on international assessments, and with so much talk about academic rigor and emphasis on rigid accountability measures, we are in danger of losing sight of the most fundamental element of successful teaching and learning — love. Teaching Students to Love Learning, Not Just Endure It makes the case that if we really want 'no child left behind' we must return to the solid foundation on which successful teaching and learning has always rested — the love of teacher for her students (and they for her) and the passion of the teacher for her discipline and her desire to share that passion with her students.

Discrimination Law provides readers with a detailed yet clear guide to this technical and difficult area of law.