A timely assessment of cross-fertilization among international courts and tribunals as a complex multi-dimensional process, involving procedural and substantive elements.

Beyond Fragmentation is an inquiry into the development of mission studies in evangelical theological education in Germany and German-speaking Switzerland between 1960-1995. This is carried out by a detailed examination of the paradigm shifts, which have taken place in recent years in both the theology of mission and the understanding of theological education. David Bosch's proposal of an emerging ecumenical mission paradigm is examined with reference to the schools in membership with the Konferenz Bibeltreuer Ausbildungsstatten (KBA). The KBA schools have been greatly influenced by the work of Peter Beyerhaus and the Frankfurt Declaration (1970), and, as such, defend a conservative theological position and resist the challenge of Bosch's mission paradigm shift, the key issue being that of hermeneutics. Ott further explores the emerging new paradigm of theological education in both the Western and Two Thirds World contexts. While the evangelical Bible school movement has historically embodied many of the features of this new paradigm, they nevertheless have jeopardized these by their pursuit of academic accreditation. Ott believes that theological conservatism has caused the KBA schools to resist changes in the areas of contextual and inductive learning. Finally, Ott studies the schools' pattern of change and change-resistance through combining the insights of Thomas Kuhn, Hans Kung and Alasdair MacIntyre to hermeneutical and epistemological issues.

Beyond Fragmentation assembles a unique team of expert practitioners and leading scholars to explore and advance the study of cross-fertilization among international courts and tribunals. Using an inter-disciplinary and multi-method approach, contributors analyse how international courts and tribunals interact and why it matters in practice. After a thorough review of prior assessments of cross-fertilization and fragmentation, the editors offer a new take on competition and cooperation across courts and tribunals, exploring both substantive and procedural elements as well as the diverse agents of cross fertilization. Contributors engage with procedural issues, identifying a “procedural cross-fertilization pull” and why and how procedure is converging in international courts and tribunals. Case studies on the convergence in the law of the sea and at the European Court of Human Rights provide contrasting experiences of substantive cross-fertilization. The volume also identifies a variety of agents of cross-fertilization, including judges, litigants, counsel, and international organizations.

'Profoundly honest, unflinching in examining her own history as a thinker and clinician, Ingrid Pedroni challenges us to see where we have been and where we have failed, each of us.' Donna Orange, from the Foreword Ingrid Pedroni is multicultural to her core. Fully fluent in German, Italian, and English, she took that multilingual outlook to the varied world of psychoanalysis. Beginning her journey with a Jungian analysis, she later read The Restoration of the Self by Heinz Kohut and discovered a theoretical and clinical framework consistent with her Jungian experience. Thus began her engagement with different theoretical dimensions and clinical settings. Beyond Fragmentation is a masterly overview of the result of her open-minded exploration of not only traditional and contemporary psychoanalytic schools of thought, but also systemic family therapy, plus modern anthropology, theatre, and literature. Part I explores the integration of different theoretical and clinical models, with special reference to self psychology and relational psychoanalysis. Part II outlines significant areas of experience that build the sense of self and how it is represented in intra-psychic and inter-relational dimensions. Part III focuses on couple and family relations, their evolution over time, and how they represent an essential part of the self. The final part deals with the treatment of cultural diversity, the universality of attachment bonds, and the extreme specificity of their cultural expression. Throughout the book are clinical and theoretical concepts derived from authors such as Adler, Jung, Rank, Fromm, Ferenczi, Klein, Winnicott, Loewald, Bowlby, Bion, and, of course, Freud. The clinical examples illustrate how it is possible to weave together the various threads of theoretical thinking and clinical practice not only in the many diversified psychoanalytic schools, but also in the larger field of the psychotherapies. The varied themes covered include gender, couple relations, family therapy, spirituality, cultural diversity and integration, migration, transcultural psychotherapy, and collective trauma. This book is essential reading for trainee and practising clinicians, and may well help them to find their own integration of therapeutic experiences. Professionals active in social, educational, and psychological fields will also find much useful and engaging information to help them in their work.

The public sector may be considered as a highly fragmented and at the same time enormously interconnected system. Resources are dispersed among a huge variety of actors and entities and these affect each other in many unexpected ways. This book analyses the apparently paradoxical occurrence of simultaneous fragmentation and interconnectivity within the public domain and reflects on its consequences for public governance and management. It discusses and assesses strategies to create connective capacities from different policy domains and countries and offers new insights in the complexity of public governance. About the Editors: Menno Fenger is associate professor in public administration at Erasmus University Rotterdam. He has published widely on issues of public governance and implementation, specifically in the area of social policies. Victor Bekkers is professor of public administration at Erasmus University Rotterdam and academic director of the Center for Public Innovation. He specializes in the impact of information and communication technology, including social media, on public governance. He is the author of numerous books and articles on this topic.

A Holistic Ontological Framework of Existence) Nothing exists by itself and nothing perishes by itself. Everything is in relation to others and can be grasped only as such. Be it truth, Enlightenment, the world or humans. All inhere not in and of themselves, but as a function of all others. Einstein came up with the physical theory of relativity, and I won't be off the mark if I say that Dr. Vinod Asudani has, in this triad of theories inaugurated an evoke which would culminate in the ontological theory of relativity, nay relatedness. Dr. Vinod Asudani, though not a philosopher formally, nonetheless is a litterateur of national repute. A litterateur in my opinion is by virtue of the art of words depicting life in a prismatic manner, a philosopher, psychologist, and a sociologist combined.

There is great diversity in teacher education systems and approaches to learning and teaching practice across Europe, even though the practical everyday problems of the various national education systems may be very similar. Against this background, in the field of research on didactics, learning and teaching it is important to overcome fragmentation and to find common ground. In this book the editors demonstrate how far we have come over recent years in advancing research in the field which has the ultimate aim of improving learning and teaching. The editors recognise the diverging national and local practices as a starting point in searching for common ground and in creating shared understandings. The book is organised in six parts with 26 chapters in which the authors examine whether there is a paradigmatic shift from teaching to learning, take a closer look at various teacher education models and their empirical basis, discuss the importance of subject didactics, curriculum work and lesson planning, and analyse the impact of Information and Communication Technologies on didactical design. Finally, they relate the empirical findings to theory construction and offer proposals to further advance this vital field by increasing levels of international co-operation.