Eyal Ben-Ari

Vincent Connelly

This book offers a comparative study of military reserves in contemporary democracies. A combination of budgetary pressures, new missions and emerging military roles during the past three decades has led the armed forces of democracies to rethink the training and use of reserve forces. Moreover, reservists have become central to the armed forces as part of moves towards "total" or "comprehensive" defense. Despite this, a scholarly bias towards studying regulars and conscripts means that reservists and reserve soldiers continue to receive only marginal attention. This volume fills that lacuna through a series of country studies examining how best to understand the peculiarities of reservist service. In contrast to regulars and conscripts, reservists are marked by their dual management of civilian and military careers, different family dynamics, diverse motivations and commitment to the armed forces, the material and non-material incentives they are offered, and their place in the political sphere. This volume suggests two frames to make sense of such differences: first, it looks at reservists as "transmigrants" traveling between the military and civilian worlds; and, second, it analyzes the multiple informal "contracts" and negotiations that bind them to the military. All the chapters adopt these conceptualizations, granting the volume a common focus and integrative frame. The volume will be of much interest to students of military and strategic studies, civil-military relations, sociology and International Relations.

Between the Civilian and Military Worlds

Contemporary Military Reserves

Clare Wood

With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.

Vincent Connelly

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