This chapter explores the potential of realist evaluation methodology to uncover the complexity of implementing an English for Specific Purposes programme at a Saudi university. Realist evaluation draws on the principle of retroduction, which necessitates the redescription of causal components of an event into theoretically significant terms for a closer approximation to reality. The chapter investigates the interaction between underlying causal mechanisms and teachers’ reasonings that operate in a particular context, an interaction which leads to particular outcomes. To this end, we outline how the English for Specific Purposes programme was conceptualised, designed, and implemented, before we explain how relevant theories were defined by analysing the responses of the teachers who implemented the programme. The findings highlight the importance of viewing the role of ESP teachers and acknowledging the need for collaboration across disciplinary boundaries. The study provides further insight into the process of theorising from participants’ responses in the study of both embedded practices and underlying causal mechanisms operating within a specific professional community.

There are a number of microphysics and transport processes that can be extremely important to suppress or enhance the growth of these instabilities. I will provide a detailed description of how the hydrodynamic instability evolutions can be modified by incorporating the viscosity, surface tension, diffuse interface, and compressibility of the flows into the governing equations and growth rates.

Chapter 26 analyzes the political economy of higher education finance from an international perspective. This analysis documents and explains the increasingly stratified nature of higher education institutions by social class and, often, by level of public financing per student. It discusses the possible economic rationale for such stratification and unequal public investment in different strata. It also analyzes why some countries’ governments assume a high fraction of the cost of higher education expansion and others make families and students bear most of the cost. This comparative international analysis suggests that politics play a very important role in defining how higher education is financed and how that financing is used to shape the higher education system. The chapter makes the case that the “public” function of higher education is highly contested politically because of its direct role in providing access to higher productivity jobs and higher earnings figured in discussions about the worldwide trend toward expanding higher education through private institutions (many, for profit), and, in some societies, through increasing the share of private tuition payments in the financing of public institutions.

This chapter presents a view on context as understood within functional models of language, specifically the theoretical framework of Systemic Functional Linguistics (SFL). Amongst the functional approaches to language, SFL is recognized as a framework which has maintained an account of context that has prioritized its relationship with lexicogrammar, allowing it to make a causal connection between culture and language. The aim of this chapter is to highlight and explain the principal ways in which context works within the SFL framework and explore the main themes and parameters which situate context within an integrated theory of language as a semiotic resource. As no theory emerges in a vacuum, the first part of the chapter will consider the historical development of context as a concept within SFL theory with reference to how context is situated in other related functional grammars. Following this, we examine two areas of challenge related to the approach to context outlined in the chapter. Finally, the chapter concludes with closing remarks and key directions for future research in this area.

How international (and other social) systems are stratified – how social positions are arranged in ranked relations of super-, sub-, and co-ordination – is obviously central to their structure and functioning. This chapter looks at two broad types of vertical differentiation: single (or convergent) hierarchies and heterarchies (or multiply ranked orders). I begin with a 2x2 typology of hierarchies, based on whether they are restricted to a single issue or institution and whether they have a single axis of stratification. Among multi-layer systems, which are the norm in international relations, I look at various types of “states systems,” which have different types of relations between more or less autonomous polities; “imperial” systems, which have a single axis of super- and subordination; and “heterarchies,” which have multiple axes of stratification. The chapter concludes by considering the distinctive ways in which typologies explain.

This chapter advocates viewing the structures of international political systems through the lens of multiple dimensions of social differentiation; the structured processes by which social actors and positions are produced, populated, related, reproduced, and transformed. Social differentiation involves, at minimum, establishing who has what authority over whom with respect to which activities; that is, differentiating actors, activities, and authorities (which usually are complexly interrelated). And in addition to institutional and normative dimensions, which are notoriously excluded from the Waltzian account of structure, social differentiation has important material or geo-technical dimensions that are also ignored in the Waltzian account (which is not, as is often claimed, materialist). More generally, I argue that rather than seek to identify a small number of structural models composed of a few elements, we should aim for a checklist of dimensions of differentiation that illuminate some recurrently important features of the structures of some social and political systems of interest.

Chapter 1 presents the purpose of the book – i.e. describing how a text-based description of three world languages can be developed. The Systemic Functional Linguistic theory informing these descpriptons is introduced, including modellng of context and discourse semantics,and the basic theoretical parameters of metafunciton, rank and stratification.The nature argumentation in relation to grammar description is outlined.

In order for democratic deliberative interactions in educational settings to fruitfully occur, certain favorable conditions must obtain. In this chapter, I chiefly concern myself with one of these putative conditions, namely that of school integration, believed by many liberal scholars to be necessary for consensus-building and legitimate decision-making. I provide a critical assessment of the belief that integration is a necessary facilitative condition for democratic deliberation in the classroom. I demonstrate that liberal versions of democratic deliberation predicated on this condition are puzzlingly inattentive both to the inevitability of segregation, as well as the inequities occasioned by “school integration.” I then move to probe the possibilities for democratic education in the absence of integration. I argue that neither the possibilities for deliberation nor the cultivation of civic virtue turn on an environment being “integrated.” Indeed, some kinds of segregation may be more conducive to fostering both deliberation and civic virtue.

Chapter 4 begins by exploring the productive tension that can exist between gestural articulation and formal continuity in Schubert’s music, and its affinity with Schubert’s paratactic forms which exploit unexpected disjunction as a formal premise. It focuses on the expositional interpolations in Schubert’s sonatas that exhibit characteristics normally associated with development sections. The three analytical case studies that follow have been chosen for their distinctive approach to this formal practice, and demonstrate its early stages of development in D36/i and D353/i as well as a mature example, D804/i. Three fundamental questions underline my analyses: first, in what sense do the interpolations in Schubert’s first-movement expositions function as development (D353/i); second, the question of whether or not synthesis of the formal dialectic is achieved (D36/i), and finally, what the implications of this are for the articulation of a lyrically conceived teleology (D804/i). This chapter also contains a methodological interlude wherein I define my extension of Edward T. Cone’s concept of stratification to Schubert’s music and its relevance to the sonatas.

A large body of archaeological and anthropological research suggests that warfare is more common when societies are stratified. This is true for societies based on either sedentary foraging or agriculture. We argue that warfare in stratified societies does not require climatic or technological shocks, and results from competition among rival elites over land rent. In our model, elites recruit specialized warriors by offering booty in the event of victory, which may involve elevation to elite status. After each elite recruits an army, the rival elites must decide whether to attack, defend, or flee. We solve for the equilibrium at the combat stage as a function of army sizes, and use backward induction to solve for the equilibrium army sizes. If stratification is relatively low (the land rents are small relative to commoner food income), elites can sometimes win through intimidation without fighting an actual war. But if stratification is high, such equilibria disappear and the only outcome is a mixed-strategy equilbrium with a positive probability of open war. In either case, successful elites expand their territory. Fiscal constraints on the capacity of elites to recruit warriors can sometimes limit warfare, but do not prevent it entirely.