Much of the work in this book has originated from an international project called "Education for Teachers". Educational researchers from Holland, USA, Australia and Israel look at an important element of teacher behaviour - that is the interpersonal actions which create and maintain a positive classroom atmosphere. The book uses systems theory and family therapy to analyze what happens in classrooms, looking at classes as "big families". It provides a simple way to collect feedback from participants in communication in education (students, teachers, principles, student-teacher supervisors). Thus for example, differences between students' perceptions and the teachers self-perception of the teacher communication style are are formed. This feedback can be used to improve teaching. The book reviews research on communication styles of teachers in secondary education with the help of the questionnaire on teacher interaction and includes implications for teacher programs.

Do You Know What You Look Like? CL

Education & Teaching

Levy, Jack

Schools & Teaching

Routledge

The apparently accelerating arms race between the United States and the Soviet Union and the precarious political conditions existing in many parts of the world have given rise to new anxiety about the possibility of military confrontation between the superpowers. Despite the fateful nature of the risk, we have little knowledge, as Jack S. Levy has pointed out, "of the conditions, processes, and events which might combine to generate such a calamity." No empirically confirmed theory of the causes of war exists, and the hypotheses―often contradictory―that have been proposed remain untested. As a step toward the formulation of a theory of the causes of war that can be tested against historical experience, Levy has developed a unique data base that will serve as an invaluable resource for students of international conflict in coming years. War in the Modern Great Power System provides a much-needed perspective on the major wars of the past. In this thorough and systematic study, Levy carefully defines the Great Power concept and identifies the Great Powers and their international wars since the late fifteenth century. The resulting compilation of war data is unique because of its five-century span and its focus on a well-defined set of Great Powers. Turning to a quantitative analysis of the characteristics, patterns, and trends in war, Levy demonstrates that although wars between the Great Powers have become increasingly serious in every respect but duration over the last five hundred years, their frequency has diminished. He rejects the popular view that the twentieth century has been the most warlike on record, and he demonstrates that it instead constitutes a return to the historical norm after the exceptionally peaceful nineteenth century. Applying his data to the question whether war is "contagious," he finds that the likelihood of war is indeed highest when another war is under way, but that this contagious effect disappears after the first war is over. Contrary to the popular "war-weariness" theory, he finds no evidence that war generates an aversion to subsequent war. This study, extending the scientific analysis of war back over five centuries of international history, constitutes a major contribution to our knowledge of international conflict.

War in the Modern Great Power System: 1495–1975

History

Military

The University Press of Kentucky

Do You Know What You Look Like?: Interpersonal Relationships in Education

This volume is a collection of some of the most influential essays by Jack Levy on the causes of interstate war. These studies focus on the role of power in the international system, the domestic sources of security policy and war, and the psychology of decision-making. Among the themes uniting all of these studies is that there are patterns in the processes leading to interstate wars, that these patterns are complex, and that an understanding of war requires rigorous theory and that a key prerequisite of theory is conceptual clarity. The focus is on theoretical essays on war and on decision-making in security policy. These essays involve the critique and reconceptualization of major theories of war. For each theory, the author engages in the conceptual clarification of key variables, the identification of the varied causal paths through which each shapes decisions for war and peace, the analytical limitations of the theory, and the methodological hurdles confronting valid empirical tests of the theory. The volume begins with a substantial introductory chapter. Each subsequent chapter begins with a brief introduction, and ends with an annotated bibliographic note that identifies important subsequent work on the topic, and includes a complete set of references. The chapters are organized by a levels-of-analysis framework. It begins with four chapters focusing on power dynamics at the systemic or dyadic levels, including balance of power theory, power transition theory, theories of preventive war, and offense-defense theory. It then turns to the diversionary theory of war, a leading societal-level theory focusing on domestic incentives for adventurous foreign policies. Next are three studies focusing on individual-level, psychological sources of security policy, including misperception, learning, and risk propensity (in the form of prospect theory). The concluding chapter attempts to survey the current state of the art in the study of the causes of interstate war, and identifies some of the major unanswered questions and suggests a number of fruitful paths for future research. This book will be of much interest to students of the causes of war, quantitative methods, war and conflict studies, international relations and security studies.

Analyzing the Causes of War: Power, Politics and Psychology

Reference

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