Who Owns the Sky?: The Struggle to Control Airspace from the Wright Brothers On
In the summer of 1900, a zeppelin stayed aloft for a full eighteen minutes above Lake Constance and mankind found itself at the edge of a new world. Where many saw hope and the dawn of another era, one man saw a legal conundrum. Charles C. Moore, an obscure New York lawyer, began an inquiry that Stuart Banner returns to over a century later: in the age of airplanes, who can lay claim to the heavens?
This major new Handbook provides a definitive state-of-the-art review to political theory, past and present. It offers a complete guide to all the main areas and fields of political and philosophical inquiry today by the world's leading theorists.
The theme of this book is how ethnomethodology provides for an 'alternate' sociology by respecifying sociological phenomena as locally accomplished members' activities. This theme is explained in the first two chapters, which comprise an introduction by the editors and a seminal statement of ethnomethodology's analytic stance by its founder, Harold Garfinkel. In his chapter, Garfinkel sets out his conception of the 'corpus status' of ethnomethodological studies as an alternative mode of inquiry into the organization of social life. The remainder of the book comprises original research studies by leading scholars in the field.
With nearly two-thirds of the contributors and 16 of 44 chapter topics new to this third edition, this handbook on qualitative research methodologies in the humanities and the social and policy sciences has been updated in an effort to remain relevant to the current state of research. Denzin (communications, U. of Illinois-Urbana Champaign) and Lincoln (higher education, Texas A&M U.) organize the papers into sections on locating the field; paradigm and perspectives in contention; strategies of inquiry; methods of collecting and analyzing empirical materials; the art and practices of interpretation, evaluation, and presentation; and the future of qualitative research.
This exploration of children's "inquiry" - what it is, how it develops, and how it contributes to children's learning - should help elementary and language teachers to understand, appreciate, and foster children's inquiry in classrooms. In this volume, the author introduces a theoretical framework for understanding children's "inquiry" language, not as linguistic forms (questions), but as communication acts in which the child brings another into the act of sense-making. By examining these "inquiry acts", the author aims to uncover new possibilities for the understanding of how children learn and how tachers can foster their learning in classrooms, class exercises, research findings, classroom episodes, and the author's own reflections.
