title: Integrated chain management in Germany - identifying schools of thought based on a literature review

authors: Seuring, Stefan

subjects: supply chain management

abstract: The concept of integrated chain management has received much attention in German management literature. This can be seen in the increasing output of both papers and books on the topic as well as in the number of Ph.D. and habilitation (post-Ph.D.) theses that have contributed to the concept. Integrated chain management can be comprehended as supply chain management that takes environmental and social issues into account.
This paper is designed to provide an overview of the concept of integrated chain management. This is done by means of a literature review, where related book publications with a focus on similar Ph.D. and habilitation theses have systematically been collected and analyzed. On the basis of this content analysis, major historical lines of development can be observed. Three schools are identified: the material and information flow school, the strategy and cooperation school and the regional industrial network school. The major research captured in these schools is described.

text: Integrated chain management in Germany - identifying schools of thought based on a literature review The concept of integrated chain management has received much attention in German management literature. This can be seen in the increasing output of both papers and books on the topic as well as in the number of Ph.D. and habilitation (post-Ph.D.) theses that have contributed to the concept. Integrated chain management can be comprehended as supply chain management that takes environmental and social issues into account.
This paper is designed to provide an overview of the concept of integrated chain management. This is done by means of a literature review, where related book publications with a focus on similar Ph.D. and habilitation theses have systematically been collected and analyzed. On the basis of this content analysis, major historical lines of development can be observed. Three schools are identified: the material and information flow school, the strategy and cooperation school and the regional industrial network school. The major research captured in these schools is described.

year: 2007

title: An autopoietic approach to custody and contact decisions and the welfare and best interests of the child

authors: Schrenk, Amelda

abstract: All over the common law world complaints are heard about the manner in which the courts decide the living arrangements for children when their parents separate. A large body of contributions from scholars and commentators from various disciplines exist, and are still being contributed, that highlights problems, critique outcomes, and make recommendations relating to these types of legal decisions. Will their work make a difference to legal outcomes and, if so, why? 
This thesis uses the socio-legal theory of Niklas Luhmann to show that it is because of how the legal system operates that the expectations of parents, scholars and interest groups, will invariably be disappointment and that ultimately what is required for these types of decisions, cannot be achieved by the legal system. Luhmann argued that the legal system operates in a closed, self-referential manner to produce its own messages as regards the values of legal and illegal. This manner of functioning is called autopoiesis. By its operations the system self-selects and simplifies information generated outside of the system in a manner that will stabilise normative expectations, which is all that the law does. Normative expectations are created with society in mind and not individuals. This challenges the individualistic approach that is required in custody and contact decisions after parental separation. The research starts at the historical point when the common law legal system gained jurisdiction over children. The research follows the development of the ‘welfare principle’ upon which custody decisions are based and illustrates the relevance and application of Luhmann’s theory. This study investigates the limitations of the legal system to make decisions about children’s welfare and best interests in the context of custody and contact decisions.

text: An autopoietic approach to custody and contact decisions and the welfare and best interests of the child All over the common law world complaints are heard about the manner in which the courts decide the living arrangements for children when their parents separate. A large body of contributions from scholars and commentators from various disciplines exist, and are still being contributed, that highlights problems, critique outcomes, and make recommendations relating to these types of legal decisions. Will their work make a difference to legal outcomes and, if so, why? 
This thesis uses the socio-legal theory of Niklas Luhmann to show that it is because of how the legal system operates that the expectations of parents, scholars and interest groups, will invariably be disappointment and that ultimately what is required for these types of decisions, cannot be achieved by the legal system. Luhmann argued that the legal system operates in a closed, self-referential manner to produce its own messages as regards the values of legal and illegal. This manner of functioning is called autopoiesis. By its operations the system self-selects and simplifies information generated outside of the system in a manner that will stabilise normative expectations, which is all that the law does. Normative expectations are created with society in mind and not individuals. This challenges the individualistic approach that is required in custody and contact decisions after parental separation. The research starts at the historical point when the common law legal system gained jurisdiction over children. The research follows the development of the ‘welfare principle’ upon which custody decisions are based and illustrates the relevance and application of Luhmann’s theory. This study investigates the limitations of the legal system to make decisions about children’s welfare and best interests in the context of custody and contact decisions.

year: 2012

title: Addressing the context and complexity of indigenous language revitalization

authors: May, Stephen

subjects: revitilization

abstract: This response discusses six key themes that emerge, either explicitly or implicitly, from Nancy Hornberger's exemplary analysis of the challenges facing indigenous language revitalization initiatives, particularly as they are currently expressed and implemented in three key indigenous language education contexts--Quechua in the South American Andes; Guarani in Paraguay and Maori in Aotearoa/New Zealand. These themes include, first, the importance of recognizing the wider social and political contexts within which indigenous revitalization initiatives are invariably situated. Second, it requires a related recognition of the internationalism of these initiatives. Third, any academic analysis of indigenous language revitalization requires, or at least must benefit from, an interdisciplinary approach, as exemplified by Hornberger's own analysis. Fourth, Hornberger's continua of biliteracy provides a sufficiently robust framework to explore the complexities and interrelationships inevitably involved in the articulation of language revitalization efforts, as well as how individuals and groups are situated in relation to those efforts. Fifth, the ongoing challenges and tensions inherent in indigenous language revitalization efforts need to continue to be discussed candidly, in order for them to be seriously addressed and, where possible, resolved. And finally, the importance of recognizing and including the voices of those centrally involved in these initiatives, as Hornberger again does, is a crucial feature, as well as a reflection of the inclusive, emancipatory aims of indigenous language revitalization itself.

text: Addressing the context and complexity of indigenous language revitalization This response discusses six key themes that emerge, either explicitly or implicitly, from Nancy Hornberger's exemplary analysis of the challenges facing indigenous language revitalization initiatives, particularly as they are currently expressed and implemented in three key indigenous language education contexts--Quechua in the South American Andes; Guarani in Paraguay and Maori in Aotearoa/New Zealand. These themes include, first, the importance of recognizing the wider social and political contexts within which indigenous revitalization initiatives are invariably situated. Second, it requires a related recognition of the internationalism of these initiatives. Third, any academic analysis of indigenous language revitalization requires, or at least must benefit from, an interdisciplinary approach, as exemplified by Hornberger's own analysis. Fourth, Hornberger's continua of biliteracy provides a sufficiently robust framework to explore the complexities and interrelationships inevitably involved in the articulation of language revitalization efforts, as well as how individuals and groups are situated in relation to those efforts. Fifth, the ongoing challenges and tensions inherent in indigenous language revitalization efforts need to continue to be discussed candidly, in order for them to be seriously addressed and, where possible, resolved. And finally, the importance of recognizing and including the voices of those centrally involved in these initiatives, as Hornberger again does, is a crucial feature, as well as a reflection of the inclusive, emancipatory aims of indigenous language revitalization itself.

year: 2006-01-01