While it is widely assumed that greater diversity in corporate governance will enhance a firm’s corporate social performance, this study considers an alternative thesis which relates managerial control to corporate philanthropy. The study empirically evaluates both board diversity and managerial control of the board as possible predictors of corporate philanthropy. The demonstration of a positive relationship between managerial control and corporate philanthropy contributes to our understanding that corporate social performance results from a complex set of economic and social motives. Possible (...) future research and managerial implications are discussed. (shrink)

Using agency theory, this study empirically examined the relationship between board composition and corporate philanthropy. Generally, the ratio of insiders to outsiders, the percentage of insider stock ownership, and the proportion of female and minority board members were found to be positively and significantly associated with firms'' charitable contributions.

Collectively, institutions own an increasing proportion of outstanding corporate equities. As an emergent force in shaping corporate America, the linkages between institutional ownership and corporate social performance (CSP) require empirical examination. Not only do corporate policy makers need to know those areas where social performance may lure or inhibit capital infusions, lawmakers also need a better understanding of the social forces guiding corporate policy. As anticipated, this study found a positive relationship between the amount of institutional ownership of corporate stock (...) and a company's social responsiveness as measured by the representation of women on its board of directors; however, no statistically significant relationship with social responsibility as measured by charitable giving was found. The exemplar of social issues management — compliance with the Sullivan principles — showed an unexpected, negative relationship with the level of institutional ownership. (shrink)

Process models are valuable conceptual tools to help in understanding the approaches to value creation in social enterprises. This teaching case illustrates the application of a process model about creating, building, and sustaining a social enterprise with a mission to provide clean water to communities in need. The social enterprise generates revenue in support of community water projects and works with community stakeholders in different locations throughout the world to provide sustainable clean water solutions. The case study uses primary data (...) from semi-structured interviews, direct observations of a community project, and archival sources to demonstrate application of the process model. The study shows how the social enterprise developed as a promising idea; was implemented through an operating model with resources to support social impact; and continues to build and evolve while guided by the social mission. The paper concludes with a discussion and teaching note on ways to use the case for educational purposes to enhance learning about the social value creation process. (shrink)

Process models are valuable conceptual tools to help in understanding the approaches to value creation in social enterprises. This teaching case illustrates the application of a process model about creating, building, and sustaining a social enterprise with a mission to provide clean water to communities in need. The social enterprise generates revenue in support of community water projects and works with community stakeholders in different locations throughout the world to provide sustainable clean water solutions. The case study uses primary data (...) from semi-structured interviews, direct observations of a community project, and archival sources to demonstrate application of the process model. The study shows how the social enterprise developed as a promising idea; was implemented through an operating model with resources to support social impact; and continues to build and evolve while guided by the social mission. The paper concludes with a discussion and teaching note on ways to use the case for educational purposes to enhance learning about the social value creation process. (shrink)

While it is widely assumed that greater diversity in corporate governance will enhance a firm’s corporate social performance, this study considers an alternative thesis which relates managerial control to corporate philanthropy. The study empirically evaluates both board diversity and managerial control of the board as possible predictors of corporate philanthropy. The demonstration of a positive relationship between managerial control and corporate philanthropy contributes to our understanding that corporate social performance results from a complex set of economic and social motives. Possible (...) future research and managerial implications are discussed. (shrink)

Le monde occidental s'interroge aujourd'hui sur la passion de la mort qui pousse de jeunes terroristes au suicide et au crime. Le présent essai traite d'une autre fascination, non moins troublante : celle qui travaille sourdement les grands textes de notre modernité. Après Alexandre Kojève, l'écriture de Georges Bataille, de Maurice Blanchot, de Jacques Derrida ou de Jacques Lacan, laisse transparaître un lyrisme de la destruction, un engouement pour l'abîme, qu'il faut savoir reconnaître sous la rigueur de la pensée. D'où (...) vient cette esthétique du malheur? Quels enjeux recouvre-t-elle? Au fil d'une minutieuse lecture, l'auteur s'attache à dénuder un complexe de valeurs et d'affects qui remontent aux origines symboliques de notre civilisation. On entrevoit peu à peu que cette revendication de la mort pourrait bien n'être que le signe inversé de la grande protestation humaine, de sa soif d'infini et de son désir d'être. Betty Rojtman, née à Paris, a dirigé le département de littérature française à l'université hébraïque de Jérusalem. Elle situe sa recherche au carrefour de la pensée contemporaine et de l'exégèse juive traditionnelle. Parmi ses publications : Feu noir sur feu blanc. Essai sur l'herméneutique juive (1986); Une grave distraction (préface de Paul Ricoeur, 1991) ; Une rencontre improbable (2002) et Moïse, prophète des nostalgies (2007). (shrink)

An investigation of Benjamin’s conception of the subject as fractured via a reading of Benjamin’s use of Freud, this book engages Benjamin’s writing on sovereignty and myth in the Baroque and analyzes these themes in the context of Benjamin’s writing on the 19th century.

The common discourse on intellectual property rights rests mainly on utilitarian ground, with implications on the question of justice as well as moral significance. It runs like this: Intellectual property rights are to reward the originators for his/her intellectual labour mainly in monetary terms, thereby providing incentives for originators to engage in future innovative labouring. Without such incentives, few, if not none, will engage in creative activities and the whole human community will, thereby, suffer because of reduced inventions. However, such (...) utilitarian argument on piracy as de-motivation may not be necessarily justified. In fact, intellectual property arrangement is one among different institutions concerning how the society may handle new ideas and creative works. In reality, private ownership over one's intellectual product is merely a modern western concept that is being ' advertised' as being normative, which, by itself, is highly debatable. Alarming still, such normative argument assumes both justness and moral dimensions. This article will analyse whether such argument is philosophically sound. (shrink)

Amongst the multiple key philosophers who have addressed critical issues pertaining to music education since the mid-1900s, Bennett Reimer was one voice that began a systematic examination of the nature and value of music and music education as a foundation for a philosophy of music education. With the musical experience at the center of his philosophy, Reimer sought to explain how music articulates feeling, a core of who we are as human beings. Over the sixty years of writing, Reimer’s thinking (...) continued to be influenced by other disciplines including the literature on creative thinking and cognitive neuroscience. The impact of his writing on the field is multifarious, including philosophy, advocacy, curriculum, and the role of music in school-based programs. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Art of Teaching MusicBetty Anne YounkerEstelle R. Jorgensen, The Art of Teaching Music(Bloomington, IN: Indiana University Press, 2008)I have had the pleasure of reading the book manuscript, The Art of Teaching Music, by Estelle Jorgensen. The content explores a variety of ideas that are covered in the myriad of courses experienced by undergraduate students and introduces new ones that are critical to the development of musicians and (...) prospective teachers. Some of these ideas might be alluded to or briefly discussed in methods classes, but not at the level of thoughtful detail as they are entertained and examined in the book. This level of depth would require students and teachers to discuss, dialogue, debate, and reflect over time within and across semesters and courses. I dare to suggest that some of the ideas might not be brought to students’ attention at all throughout the undergraduate experience, which is of a concern and suggests an even greater need for such a book.My overall impression of the book is that the content and the depth of writing would serve the undergraduate students throughout their undergraduate experience and the graduate population for similar and yet different reasons. In terms of the undergraduates, there are parts of the book that would be relevant during their first year in a foundations class, second year in technique classes, third year in methods (for lack of a better word) classes, and student teaching [End Page 109] seminar experiences as they prepare to enter the profession. Utilizing a book across an undergraduate’s experience could generate interesting conversation amongst faculty members as discussions about why, how, what, and when parts of the book would be relevant would need to evolve. Some chapters could be revisited while others visited for the first time at differing places and spaces across the four years. I cannot think of another book that could be utilized in this way and thus serve the undergraduate student throughout her four-year experience and this prospect I find exciting.The book is organized around fourteen chapters, all of which are followed by an afterward. The flow of the chapters invites the reader to examine aspects of becoming and being a music educator at various levels of growth and understanding.The first chapter is titled “Teacher” and requires the reader to think at broader and deeper levels when discussing the notions of role and identity, self-awareness, motivation to enter the profession, and reflective practice. While reading the text, I imagined conversations that would include a comparative analysis of students’ experiences, which could in turn provide larger contexts for the topics. Such a discussion is necessary when examining aspects of being and becoming a teacher in various contexts. The notion of situatedness is highlighted when individual cases are heard and examined and compared across other cases, carefully noting what might or might not be comparable and taking that bit of analysis into consideration. Having such discussions across the four years of undergraduate life allows students to re-visit what was and is, and to speculate about what is to come. Such reflection can be just as fruitful at the graduate level. Students enter graduate school with a variety of teaching experiences and time is needed to reflect on the transition from being a teacher to being a student again. Realization of the continuum on which they travel between learner and teacher becomes apparent in that the place on the continuum shifts regardless of their present position; that is, as a student or teacher. For doctoral students, this reflection is rich as they begin to engage with undergraduate students and forge a new path as budding teachers of teachers and researchers and continue to be musicians.Chapter Two took me to the writings of Dewey1 particularly as I read about a student-centered focus and the experience-based approach. So much of our profession has been driven by content and theories that the student has been removed from the center of the focus and thought of as peripheral. I welcome the idea of placing the students at the center of our thinking and conversations. These ideas have been articulated in... (shrink)

This article asserts that European and North American feminisms are colonial discursive elaborations that defined what it was to be a woman and a feminist. The categories of gender and patriarchy established both what the subordination of women was as well as the possibilities for their emancipation. They're colonial discourses in the sense that they have construed women of the third world, or of the global South, as “other.” The specific case examined in this article questions the Euro-US-centric feminist construction (...) of women and Afro-descendant feminists. In resignifying the categories of analysis proposed by feminism, such as gender and patriarchy, Afro-descendant feminists assert themselves as diverse Black women who build proposals subverting the social order that oppresses them, without needing to resort to feminism's central categories. Women belonging to ethnic communities elaborate a new type of feminism constructed in relation to the community's collective actions in vindicating their rights. Finally, Black or Afro-Colombian women, based on the legacy of their maroon or runaway slave ancestors, construct feminism otherwise, challenging universalist claims by Eurocentric and Andean-centric feminism, transforming and enriching it. (shrink)

Using covariant derivatives and the operator definitions of quantum mechanics, gauge invariant Proca and Lehnert equations are derived and the Lorenz condition is eliminated in U(1) invariant electrodynamics. It is shown that the structure of the gauge invariant Lehnert equation is the same in an O(3) invariant theory of electrodynamics.

This book returns the reader to an agenda for addressing equity in schools, emphasizing the need to reexamine past reform efforts and the work ahead for educational leaders in reshaping schools and schooling.

This book examines cultural recognition and the struggle for identity in America's schools. In particular, the contributing authors focus on the recognition and misrecognition as antagonistic cultural forces that work to shape, and at times distort identity.

This book's importance is derived from three sources: careful conceptualization of teacher induction from historical, methodological, and international perspectives; systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.

An argument that the major metaphysical theories of facts give us no good reason to accept facts in our catalog of the world. -/- In this book Arianna Betti argues that we have no good reason to accept facts in our catalog of the world, at least as they are described by the two major metaphysical theories of facts. She claims that neither of these theories is tenable—neither the theory according to which facts are special structured building blocks of reality (...) nor the theory according to which facts are whatever is named by certain expressions of the form “the fact that such and such.” There is reality, and there are entities in reality that we are able to name, but, Betti contends, among these entities there are no facts. -/- Drawing on metaphysics, the philosophy of language, and linguistics, Betti examines the main arguments in favor of and against facts of the two major sorts, which she distinguishes as compositional and propositional, giving special attention to methodological presuppositions. She criticizes compositional facts (facts as special structured building blocks of reality) and the central argument for them, Armstrong's truthmaker argument. She then criticizes propositional facts (facts as whatever is named in “the fact that” statements) and what she calls the argument from nominal reference, which draws on Quine's criterion of ontological commitment. Betti argues that metaphysicians should stop worrying about facts, and philosophers in general should stop arguing for or against entities on the basis of how we use language. (shrink)

The claim is made that although she undervalues the work in question, Zita poses important questions for feminist philosophers of science. Reference ismade to further evidence supporting Harding's extended argument that science is neither characterized by objectivity nor value-free, and a concern which may have some relationship to Zita's “feminist question of the science question in feminism” is noted.

The problem of theoretical equivalence is traditionally understood as the problem of specifying when superficially dissimilar accounts of the world are reformulations of a single underlying theory. One important strategy for answering this question has been to appeal to formal relations between theoretical structures. This article presents two reasons to think that such an approach will be unsuccessful and suggests an alternative account of theoretical equivalence, based on the notion of interpretive equivalence, in which the problem is merely an instance (...) of a broader problem in the philosophy of physics. I thus conclude that there is no distinctive problem of theoretical equivalence at all. Two difficulties my approach raises for realist replies to the threat of underdetermination are then discussed, with particular emphasis on a recent reply by Norton. 1 Introduction2 Methodological Confusion3 Asymmetrical Equivalence3.1 Maxwell’s field equations3.2 Classical Lagrangian dynamics4 Formal Approaches: Quine and Glymour5 Theoretical Equivalence as Interpretive Equivalence6 Theoretical Equivalence without Interpretive Judgement?7 Lessons for Underdetermination. (shrink)

In this profound and subtle study, a practising psychoanalyst explores the dynamics of the interaction between the patient and the analyst. Michael Feldman draws the reader into experiencing how the clinical interaction unfolds within a session. In doing so, he develops some of the implications of the important pioneering work of such analysts as Klein, Rosenfeld and Joseph, showing in fine detail some of the ways in which the patient feels driven to communicate to the analyst, not only in order (...) to be understood by him, but also in order to affect him. The author's detailed descriptions of the clinical process allow the reader to follow the actual process that enables the patient to get into contact with thoughts and feelings of which he or she was previously unconscious or only vaguely aware. Feldman makes the reader aware of the constant dynamic interaction between the patient and the analyst, each affecting the other. He shows how the analyst has to find a balance between doubt, uncertainty and confusion in himself and through this process may arrive at an understanding of what is happening, and by formulating this understanding the analyst can make a significant contribution to the process of psychic change. This collection of essays not only throws light on fascinating questions of technique, but also reflects on elements that are fundamental to psychoanalytic work. It is essential reading for practising psychoanalysts and those in training, as well as anyone with a general interest in the psychoanalytic relationship between the client and the therapist in the consulting room. (shrink)

The stories of the remarkable women who have bravely met two challenges: the risk of space travel and the struggle to succeed in a man's world.

This book offers both the theoretical background behind the minority effect, teachers' personal experiences as they experienced being a minority, and their analyses and insights for teaching diverse learners. This book uses real-life experiences of diverse people to illustrate that, if not understood and addressed, situational minorities at school or work are unlikely to perform at their highest potentials.

Throughout more than two millennia philosophers adhered massively to ideal standards of scientific rationality going back ultimately to Aristotle’s Analytica posteriora . These standards got progressively shaped by and adapted to new scientific needs and tendencies. Nevertheless, a core of conditions capturing the fundamentals of what a proper science should look like remained remarkably constant all along. Call this cluster of conditions the Classical Model of Science . In this paper we will do two things. First of all, we will (...) propose a general and systematized account of the Classical Model of Science. Secondly, we will offer an analysis of the philosophical significance of this model at different historical junctures by giving an overview of the connections it has had with a number of important topics. The latter include the analytic-synthetic distinction, the axiomatic method, the hierarchical order of sciences and the status of logic as a science. Our claim is that particularly fruitful insights are gained by seeing themes such as these against the background of the Classical Model of Science. In an appendix we deal with the historiographical background of this model by considering the systematizations of Aristotle’s theory of science offered by Heinrich Scholz, and in his footsteps by Evert W. Beth. (shrink)

Leśniewski’s systems deviate greatly from standard logic in some basic features. The deviant aspects are rather well known, and often cited among the reasons why Leśniewski’s work enjoys little recognition. This paper is an attempt to explain why those aspects should be there at all. Leśniewski built his systems inspired by a dream close to Leibniz’s characteristica universalis: a perfect system of deductive theories encoding our knowledge of the world, based on a perfect language. My main claim is that Leśniewski (...) built his characteristica universalis following the conditions of de Jong and Betti’s Classical Model of Science (2008) to an astounding degree. While showing this I give an overview of the architecture of Leśniewski’s systems and of their fundamental characteristics. I suggest among others that the aesthetic constraints Leśniewski put on axioms and primitive terms have epistemological relevance. (shrink)

As a psychologist working with individuals, couples, and groups over the past 25 years, I have become convinced that group therapy holds effective possibilities for treatment that neither individual nor couples therapy can match. In theorizing about why group work holds such potency for changing lives, I have come to place it in a Sartrean context. I believe that group therapy offers a greater possibility for revolutionary praxis than individual or couples therapy. In saying this, I am not talking about (...) political or social revolution, but rather the possibility for radical change in a person's orientation toward the world, which groups tend to provoke and reinforce in a way that is more difficult in other forms of therapy. Sartre's concept of groups in his later philosophy, especially in Search for a Method and the Critique of Dialectical Reason, can help us to understand better this transformative power of groups. Such power is not always positive, of course, as Sartre himself recognizes—and as social and political history so amply demonstrates. But the nature of therapy groups is such that they at least have the potential for positive results. (shrink)

According to Vallicella's 'Relations, Monism, and the Vindication of Bradley's Regress' (2002), if relations are to relate their relata, some special operator must do the relating. No other options will do. In this paper we reject Vallicella's conclusion by considering an important option that becomes visible only if we hold onto a precise distinction between the following three feature-pairs of relations: internality/externality, universality/particularity, relata-specificity/relata-unspecificity. The conclusion we reach is that if external relations are to relate their relata, they must be (...) relata-specific (and no special operator is needed). As it eschews unmereological complexes, this outcome is of relevance to defenders of the extensionality of composition. (shrink)

Jean-Paul Sartre’s failures in Black Orpheus have been widely and rightly explicated by a number of theorists, most notably Frantz Fanon and Aimé Césaire. Sartre has rightly been criticized for imposing a white gaze onto his reading of colonized African poetry. It would seem that his work offers us no tools for anti-racist work today. For this article, I read his failures in the text alongside his work in The Imaginary and Being and Nothingness to argue that we can learn (...) from his failures and that his failures do offer us conceptual tools for anti-racist work today. I argue that Sartre’s main contribution ought to be understood as a provocation to white people. He is provoking white people to confront how whiteness works in their imaginary. The imaginary is nothing but what one puts into it, and what one puts into it is imbued with the historical, social and cultural. The image is imbued with the individual’s experiences within a historical, social and cultural situation. If this is the case, then the confrontation with and critique of the image is a political act. In confronting and critiquing the image, one is confronting and critiquing the situation in which the image emerges. The hope is that in doing so, white people could transcend the facticity of their whiteness in particular situations for the better, which in turn would have positive consequences for the larger sociopolitical situation. (shrink)

Jean-Paul Sartre’s failures in Black Orpheus have been widely and rightly explicated by a number of theorists, most notably Frantz Fanon and Aimé Césaire. Sartre has rightly been criticized for imposing a white gaze onto his reading of colonized African poetry. It would seem that his work offers us no tools for anti-racist work today. For this article, I read his failures in the text alongside his work in The Imaginary and Being and Nothingness to argue that we can learn (...) from his failures and that his failures do offer us conceptual tools for anti-racist work today. I argue that Sartre’s main contribution ought to be understood as a provocation to white people. He is provoking white people to confront how whiteness works in their imaginary. The imaginary is nothing but what one puts into it, and what one puts into it is imbued with the historical, social and cultural. The image is imbued with the individual’s experiences within a historical, social and cultural situation. If this is the case, then the confrontation with and critique of the image is a political act. In confronting and critiquing the image, one is confronting and critiquing the situation in which the image emerges. The hope is that in doing so, white people could transcend the facticity of their whiteness in particular situations for the better, which in turn would have positive consequences for the larger sociopolitical situation. (shrink)

Jean-Paul Sartre’s failures in Black Orpheus have been widely and rightly explicated by a number of theorists, most notably Frantz Fanon and Aimé Césaire. Sartre has rightly been criticized for imposing a white gaze onto his reading of colonized African poetry. It would seem that his work offers us no tools for anti-racist work today. For this article, I read his failures in the text alongside his work in The Imaginary and Being and Nothingness to argue that we can learn (...) from his failures and that his failures do offer us conceptual tools for anti-racist work today. I argue that Sartre’s main contribution ought to be understood as a provocation to white people. He is provoking white people to confront how whiteness works in their imaginary. The imaginary is nothing but what one puts into it, and what one puts into it is imbued with the historical, social and cultural. The image is imbued with the individual’s experiences within a historical, social and cultural situation. If this is the case, then the confrontation with and critique of the image is a political act. In confronting and critiquing the image, one is confronting and critiquing the situation in which the image emerges. The hope is that in doing so, white people could transcend the facticity of their whiteness in particular situations for the better, which in turn would have positive consequences for the larger sociopolitical situation. (shrink)