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Patreon: https://www.patreon.com/theoryandphilosophyIn this episode, I shift gears to explore Sara Ahmed's first book, \"Differences that Matter.\" In this book, Ahmed points to the limitations of postmodern thought to account for those marginalized groups most often affected by structural inequalities.

There are significant and little appreciated differences in the trajectory of Sunni extremist terrorism and that of Shi'a extremism. The differences exist across six key areas. First and foremost, Sunni radicals and Shi'a extremists differ in the overall approach and main objectives for their use of terror. The former tend to operate in a continuous, mid-to-high intensity manner, seeing war against infidels and apostates as a perennial condition featuring overlapping waves. Outside of an ongoing and seemingly open-ended campaign against Israel, terrorist attacks by Shi'a groups have by and large featured discrete terror campaigns tethered to state and organizational objectives. Second, Sunni terrorists and Shi'a extremists manifest different patterns for recruiting terrorist operatives and developing terrorist missions. Shi'a terrorists, unlike their Sunni counterparts, enjoy direct state support and for that reason are far more likely to originate from Iranian embassies, consulates, and state-run businesses. Third, despite holding a minority viewpoint within the wider Sunni Islamic community, Sunni extremists, especially Salafi-Jihadis, rely more extensively on the support of their coreligionist expatriate communities in facilitating terrorist activities. Fourth, while employing similar tactics and methods, Shi'a terrorist groups have shown a much greater propensity to kidnap innocents to barter, while Sunni extremists more frequently abduct to kill. Fifth, Shi'a terror groups exhibit a much higher incidence of targeted assassinations for specific political gain, rather than the high-casualty killings featured in Sunni terrorism, particularly the Salafi-Jihadist variant. Finally, each sect's extremists manage publicity and propaganda differently. The Sunni approach to information management tends to feature doctrine and resources geared to take immediate credit and widely amplify a terrorist event. Shi'a terrorists by and large take a much lower-key approach.

The differences between academic administration and business management and the distinctions between academic administration and public administration are addressed. Attention is directed to differences in purpose and internal organization; decisions and conflict resolution; environmental relations and internal affairs; and recruitment, selection, and development of personnel. Given a difference in purposes and a resulting difference in organizational structure of colleges and business/government, it follows that the processes adopted or developed for making decisions and resolving conflict differ. All of these differences ensure different kinds of relations with the public served by colleges and universities, and different norms, values, and incentives that govern many of their internal affairs. The different professional identities and allegiances of college faculties dictate different modes and styles of recruitment, selection, promotion, assignment, transfer, and monetary reward. Two reports that were influential in the reorganization of undergraduate and professional curricula in business management recommended that general concepts and principles of management were to be balanced with general or liberal education at the undergraduate level. In the early 1970s, the application of systems analysis to academic administration initially provided a general framework for the study and development of planning models but later was advocated for the efficiency it would enforce upon mis-managed colleges and universities. Attention is also directed to management by objectives and the differentiated functions of administration and governance at colleges. (SW)

The differences between academic administration and business management and the distinctions between academic administration and public administration are addressed. Attention is directed to differences in purpose and internal organization; decisions and conflict resolution; environmental relations and internal affairs; and recruitment, selection, and development of personnel. Given a difference in purposes and a resulting difference in organizational structure of colleges and business/government, it follows that the processes adopted or developed for making decisions and resolving conflict differ. All of these differences ensure different kinds of relations with the public served by colleges and universities, and different norms, values, and incentives that govern many of their internal affairs. The different professional identities and allegiances of college faculties dictate different modes and styles of recruitment, selection, promotion, assignment, transfer, and monetary reward. Two reports that were influential in the reorganization of undergraduate and professional curricula in business management recommended that general concepts and principles of management were to be balanced with general or liberal education at the undergraduate level. In the early 1970s, the application of systems analysis to academic administration initially provided a general framework for the study and development of planning models but later was advocated for the efficiency it would enforce upon mis-managed colleges and universities. Attention is also directed to management by objectives and the differentiated functions of administration and governance at colleges. (SW)

The differences between academic administration and business management and the distinctions between academic administration and public administration are addressed. Attention is directed to differences in purpose and internal organization; decisions and conflict resolution; environmental relations and internal affairs; and recruitment, selection, and development of personnel. Given a difference in purposes and a resulting difference in organizational structure of colleges and business/government, it follows that the processes adopted or developed for making decisions and resolving conflict differ. All of these differences ensure different kinds of relations with the public served by colleges and universities, and different norms, values, and incentives that govern many of their internal affairs. The different professional identities and allegiances of college faculties dictate different modes and styles of recruitment, selection, promotion, assignment, transfer, and monetary reward. Two reports that were influential in the reorganization of undergraduate and professional curricula in business management recommended that general concepts and principles of management were to be balanced with general or liberal education at the undergraduate level. In the early 1970s, the application of systems analysis to academic administration initially provided a general framework for the study and development of planning models but later was advocated for the efficiency it would enforce upon mis-managed colleges and universities. Attention is also directed to management by objectives and the differentiated functions of administration and governance at colleges. (SW)

The differences between academic administration and business management and the distinctions between academic administration and public administration are addressed. Attention is directed to differences in purpose and internal organization; decisions and conflict resolution; environmental relations and internal affairs; and recruitment, selection, and development of personnel. Given a difference in purposes and a resulting difference in organizational structure of colleges and business/government, it follows that the processes adopted or developed for making decisions and resolving conflict differ. All of these differences ensure different kinds of relations with the public served by colleges and universities, and different norms, values, and incentives that govern many of their internal affairs. The different professional identities and allegiances of college faculties dictate different modes and styles of recruitment, selection, promotion, assignment, transfer, and monetary reward. Two reports that were influential in the reorganization of undergraduate and professional curricula in business management recommended that general concepts and principles of management were to be balanced with general or liberal education at the undergraduate level. In the early 1970s, the application of systems analysis to academic administration initially provided a general framework for the study and development of planning models but later was advocated for the efficiency it would enforce upon mis-managed colleges and universities. Attention is also directed to management by objectives and the differentiated functions of administration and governance at colleges. (SW)

The differences between academic administration and business management and the distinctions between academic administration and public administration are addressed. Attention is directed to differences in purpose and internal organization; decisions and conflict resolution; environmental relations and internal affairs; and recruitment, selection, and development of personnel. Given a difference in purposes and a resulting difference in organizational structure of colleges and business/government, it follows that the processes adopted or developed for making decisions and resolving conflict differ. All of these differences ensure different kinds of relations with the public served by colleges and universities, and different norms, values, and incentives that govern many of their internal affairs. The different professional identities and allegiances of college faculties dictate different modes and styles of recruitment, selection, promotion, assignment, transfer, and monetary reward. Two reports that were influential in the reorganization of undergraduate and professional curricula in business management recommended that general concepts and principles of management were to be balanced with general or liberal education at the undergraduate level. In the early 1970s, the application of systems analysis to academic administration initially provided a general framework for the study and development of planning models but later was advocated for the efficiency it would enforce upon mis-managed colleges and universities. Attention is also directed to management by objectives and the differentiated functions of administration and governance at colleges. (SW)

Patreon: https://www.patreon.com/theoryandphilosophyIn this episode, I continue my exploration of Ahmed's \"Differences that Matter\" and turn my attention to ethics, and the construction of women in Western Philosophy. Ahmed presents some tough criticisms here, but is equally proficient at constructing her own theoretical approach that stands opposed to the hegemony-laden approaches indicative of Western thought.

Patreon: https://www.patreon.com/theoryandphilosophyIn this episode, I continue my exploration of Ahmed's \"Differences that Matter\" and turn my attention to ethics, and the construction of women in Western Philosophy. Ahmed presents some tough criticisms here, but is equally proficient at constructing her own theoretical approach that stands opposed to the hegemony-laden approaches indicative of Western thought.

Patreon: https://www.patreon.com/theoryandphilosophyIn this episode, I continue my exploration of Ahmed's \"Differences that Matter\" and turn my attention to ethics, and the construction of women in Western Philosophy. Ahmed presents some tough criticisms here, but is equally proficient at constructing her own theoretical approach that stands opposed to the hegemony-laden approaches indicative of Western thought.

Patreon: https://www.patreon.com/theoryandphilosophyIn my last episode of this text, I focus on the stories and films that Ahmed analyzes as being fundamentally \"postmodern,\" but that rely on classical constructions of women and (not so) subtly maintain oppressive imagery against women.

Book Source: Digital Library of India Item 2015.89188 dc.contributor.author: William Adams Brown dc.date.accessioned: 2015-06-30T21:09:39Z dc.date.available: 2015-06-30T21:09:39Z dc.date.digitalpublicationdate: 2004-07-14 dc.date.citation: 1935 dc.identifier: RMSC, IIIT-H dc.identifier.barcode: 139408 dc.identifier.origpath: /data7/upload/0174/260 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/89188 dc.description.numberedpages: 421 dc.description.numberedpages: 39 dc.description.scanningcentre: RMSC, IIIT-H dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 450 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Universal Digital Library dc.publisher: Charles Scribner’s Sons dc.rights: Copyright Protected dc.title: The Church Catholic And Protestant A Study Of Differences That Matter dc.rights.holder: William Adams Brown

The Church: Catholic and Protestant: A Study of Differences That Matter - William Adams Brown

Considerable research suggests that individuals in romantic relationships tend to experience higher well-being compared to those who are single (Lucas & Dyrenforth, 2005; Luhmann et al., 2012; Purol et al. 2020; Stahnke & Cooley, 2021), often referred to as the “relationship gap” (Oh et al., 2021). This is often seen as evidence of the benefits of romantic relationships (Baumeister & Leary, 1995; Conley et al., 2013). Importantly though, the link between being in a relationship and well-being is not universally consistent, with some studies supporting this link and others not (DePaulo & Morris, 2005). But why do some studies find a relationship gap, while others do not? One potential moderating factor for the relationship gap may be the geographic region in which people live (Stahnke & Cooley, 2021). Past research has indeed shown that the link between relationship status and well-being varies significantly between nations (Lucas & Dyrenforth, 2005; Verbakel, 2012; Wadsworth, 2016). However, the reasons behind this geographic variability remain largely unclear. One potential reason driving geographic variation in the relationship gap may be differences in the prevalence of people in romantic relationships. Generally, individuals tend to experience higher well-being when their personal characteristics align with regional social norms (Diener et al., 2000; Fulmer et al., 2010, Kalmijn, 2010; Soons & Kalmij, 2009). Deviating from these norms can result in social stigma and reduced well-being (Fulmer et al., 2010; Higgins, 2000, 2005; Kristof-Brown et al., 2005). In regions with low relationship rates (i.e., where many people are not in a relationship), single individuals deviate less from the regional sociocultural norm than in regions with high relationship rates (i.e., where many people are in a relationship). As a result, the relationship gap might be more pronounced in regions with high relationship rates, but it may be less pronounced (or even absent or reversed) in regions with low relationship rates. The aim of the present research is to reveal cultural variation in the relationship gap and to test whether this variation can be explained by how common relationships are in different sociocultural contexts. Importantly, unlike previous studies that focused on cross-national comparisons, we will focus on more fine-grained regional variations within a single nation. To do so, we will use a large-scale dataset comprising a total of 588,014 participants from Great Britain. These data provide fine-grained information on participants’ place of residence (i.e., their zip-code). Using this information, we will be able to investigate whether the association between relationship status and life satisfaction varies across different regions within Great Britain. In a first step, we will test the overall relationship gap in Great Britain (i.e., whether partnered individuals report higher well-being on average). In a second step, we will then examine whether the relationship gap varies across regions in Great Britain and whether regional differences in relationship rates can account for this variation. In a third step, we will also explore other regional characteristics such as demographics, political factors, religious indicators, and urbanization (which may also entail indirect messages regarding the prevailing societal norms and beliefs) as potential explanations for cultural variation in the relationship gap.