Music and Postwar Transitions in the 19th and 20th Centuries is the first book to highlight the significance of the idea of 'postwar transition' in the field of music and to demonstrate how the contribution of musicians, composers, and their publics have influenced contemporary understandings of war. At the intersection of four domains including: the relationship between music and war culture, commemorative and consolatory dimensions of music, migration and exile, and the links between music, cultural diplomacy, and propaganda, leading historians, (...) political scientists, psychologists, and musicologists explore disruptions and connections to music through the backdrop of war. In turn, this volume sheds new light on what has been a blind spot in a growing historiography. (shrink)

Your artistry involves you intimately with the world around and beyond you. So your artistry involves profound but simple philosophical matters. As a human person, you are artful and philosophical, at the core of your being. Doorway to Artistry offers a playful, everyday philosophical approach necessary for life, integration, healing, and thriving in artistry. It reflects on the real and how we are involved with it, especially in our creative effort. In short, the real hospitably welcomes us, and in our (...) artistry we reciprocate in noble courtesy. Human persons were made for this communion with the real. Find in this book a hospitable welcome to belong at home beyond where you are. (shrink)

This study examined people’s ability to predict and postdict their performance on an event-based prospective memory task. Using nonfocal cues, one group of participants predicted their success at finding animal words and a different group predicted their ability to find words with a particular syllable in it. The authors also administered a self-report questionnaire on everyday prospective and retrospective memory failures. Based on the different strategies adopted by the two groups and correlations among the dependent variables, the authors concluded that (...) people do have a basic awareness of their prospective memory abilities, but that this awareness is far from accurate. The importance of metamemory concerning one’s prospective memory is discussed in terms of how it influences the strategies that people might choose for actually completing their various everyday intentions. (shrink)

In refreshing challenge to the common presumption that knowing involves amassing information, this book offers an eight-step approach that begins with love and pledge and ends with communion and shalom. Everyday adventures of knowing turn on a moment of insight that transforms and connects knower and known. No matter the field--science or art, business or theology, counseling or athletics--this little manual offers a how-to for knowing ventures. It offers concrete guidance to individuals or teams, students or professionals, along with plenty (...) of exercises to spark the process of discovery, design, artistry, or mission."--Publisher description. (shrink)

(2005). Was Socrates the first philosophical practitioner, the first psychologist, or both? Philosophical Practice: Vol. 1, No. 2, pp. 73-74.

The essays in this collection attempt to frame a broad humanist context for various current and historical scientific topics. Subjects range from an astronomical interpretation of Van Gogh's Starry Night to popular misconceptions about Neanderthal humans to the risk factors that are inherent in the development of any new technology.--Editorial review.

In this paper I will share the evidence of a world-wide so-cio-spiritual paradigm shift in our basic belief systems. This shift is leading to a realignment of our ethical ap-proach to common questions and requires a different col-lective approach in navigating the subject of ethics. I will also share what those different collective approaches can look like.

This study used experimental and correlational techniques to examine perceptions that university faculty hold regarding the practice of professorial selling of examination textbooks to wholesalers. Faculty members (n = 236) from 14 universities and community colleges and a wide variety of academic disciplines responded to a web-based survey. We presented hypothetical selling situations to respondents with manipulated variables consisting of solicitation status (unsolicited versus solicited) and use of money (for faculty or for student activities). Both main effects and the interaction (...) effect were significant such that respondents perceived it to be more ethical to sell an examination book when the book was unsolicited and when the money was being used to fund student activities. The variable most correlated with faculty members' beliefs that book selling is ethical and the faculty members' self-reports of whether or not they have engaged in bookselling was how widespread the practice appeared to be on campus. About 30 percent of faculty members sold textbooks over the past year at a dollar value of about $80 per professor. About 38 percent of respondents reported they believed the practice to be generally ethical. Implications for business ethics theory, students' moral development, and advancement of on-campus codes of ethics policies are discussed along with avenues for future research. (shrink)

Faculty members at Canadian business schools were surveyed regarding their ethical perceptions of behaviours related to undergraduate instruction. Fifty-five behavioural statements were listed and respondents were asked to rate the extent to which they felt each behaviour was ethical or unethical. The only item that respondents endorsed as unequivocally unethical (90% indicated it was definitely unethical) was Becoming sexually involved with an undergraduate in one of your classes. We also compared the results of our sample to those of an American (...) sample. Overall, an interesting pattern of differences emerged between the responses obtained in Canada and the U.S. In general, the direction of the significant differences was such that Canadian professors viewed the behaviours in question as less ethical than did their American counterparts. (shrink)

This critical examination of STEM discourses highlights the imperative to think about educational reforms within the diverse cultural contexts of ongoing environmental and technologically driven changes. Chet Bowers illuminates how the dominant myths of Western science promote false promises of what science can achieve. Examples demonstrate how the various science disciplines and their shared ideology largely fail to address the ways metaphorically layered language influences taken-for-granted patterns of thinking and the role this plays in colonizing other cultures, thus maintaining (...) the myth that scientific inquiry is objective and free of cultural influences. Guidelines and questions are included to engage STEM students in becoming explicitly aware of these issues and the challenges they pose. (shrink)

A survey of 830 faculty members at 89 AASCB-accredited business schools throughout the United States was conducted in Fall 2002 to develop a snapshot of perceptions of ethical and unethical conduct with regard to undergraduate business instruction across a wide range of business disciplines. These behaviors fell into such categories as course content, evaluation of students, educational environment, disrespectful behavior, research and publication issues, financial and material transactions, social relationships with students, and sexual relationships with students and other faculty. Of (...) the 55 behaviors, two were almost universally perceived to be unethical. Eight behaviors were controversial in that there was wide variance on whether the behavior was perceived to be unethical. In addition, females' ethical perceptions differed significantly from males on three behaviors; older participants differed from younger participants on seven behaviors; participants at research-oriented institutions differed from participants at teaching-oriented institutions on one behavior; and tenured, untenured tenure-track, and untenured non-tenure-track participants differed on three behaviors. The findings of this study and the detailed comments of the respondents provide a starting point for discussing more systematic means to consider ethical issues within collegiate schools of business. (shrink)

Biology, during the last decade in particular, is making substantial headway into our social theories of business and behavior. While the social sciences rush to keep up with the advancement of knowledge, we highlight the need for an ethics discussion to also keep pace. Although the implications to theory are important, our focus is on how new knowledge has the capacity to alter the formulation and practice of business policy, which we believe is potentially profound. Furthermore, the ethicality of a (...) set of issues can depend heavily on one’s perspective, and differing views may not always be compatible. With this in mind, we discuss the ways in which one area of emerging biological knowledge—behavioral genetics—invites a rethinking of the nuances of four long-standing topic areas of business ethics surrounding personnel selection; and we do so from two perspectives—that of the employer and of the job seeker. The four ethical topics are the static nature of genetic information that is out of an individual’s control, faking and lying during selection processes, privacy, and stigmatization of minority groups. (shrink)

Several foundational documents of bioethics mention the special obligation researchers have to vulnerable research participants. However, the treatment of vulnerability offered by these documents often relies on enumeration of vulnerable groups rather than an analysis of the features that make such groups vulnerable. Recent attempts in the scholarly literature to lend philosophical weight to the concept of vulnerability are offered by Luna and Hurst. Luna suggests that vulnerability is irreducibly contextual and that Institutional Review Boards (Research Ethics Committees) can only (...) identify vulnerable participants by carefully examining the details of the proposed research. Hurst, in contrast, defines the vulnerable as those especially at risk of incurring the wrongs to which all research ethics participants are exposed. We offer a more substantive conception of vulnerability than Luna but one that gives rise to a different rubric of responsibilities from Hurst's. While we understand vulnerability to be an ontological condition of human existence, in the context of research ethics, we take the vulnerable to be research subjects who are especially prone to harm or exploitation. Our analysis rests on developing a typology of sources of vulnerability and showing how distinct sources generate distinct obligations on the part of the researcher. Our account emphasizes that the researcher's first obligation is not to make the research participant even more vulnerable than they already are. To illustrate our framework, we consider two cases: that of a vulnerable population involved in international research and that of a domestic population of people with diminished capacity. (shrink)

This study used experimental and correlational techniques to examine perceptions that university faculty hold regarding the practice of professorial selling of examination textbooks to wholesalers. Faculty members (n = 236) from 14 universities and community colleges and a wide variety of academic disciplines responded to a web-based survey. We presented hypothetical selling situations to respondents with manipulated variables consisting of solicitation status (unsolicited versus solicited) and use of money (for faculty or for student activities). Both main effects and the interaction (...) effect were significant such that respondents perceived it to be more ethical to sell an examination book when the book was unsolicited and when the money was being used to fund student activities. The variable most correlated with faculty members' beliefs that book selling is ethical and the faculty members' self-reports of whether or not they have engaged in bookselling was how widespread the practice appeared to be on campus. About 30 percent of faculty members sold textbooks over the past year at a dollar value of about $80 per professor. About 38 percent of respondents reported they believed the practice to be generally ethical. Implications for business ethics theory, students' moral development, and advancement of on-campus codes of ethics policies are discussed along with avenues for future research. (shrink)

Drawing on Pennock’s theory of scientific virtues, we are developing an alternative curriculum for training scientists in the responsible conduct of research that emphasizes internal values rather than externally imposed rules. This approach focuses on the virtuous characteristics of scientists that lead to responsible and exemplary behavior. We have been pilot-testing one element of such a virtue-based approach to RCR training by conducting dialogue sessions, modeled upon the approach developed by Toolbox Dialogue Initiative, that focus on a specific virtue, e.g., (...) curiosity and objectivity. During these structured discussions, small groups of scientists explore the roles they think the focus virtue plays and should play in the practice of science. Preliminary results have shown that participants strongly prefer this virtue-based model over traditional methods of RCR training. While we cannot yet definitively say that participation in these RCR sessions contributes to responsible conduct, these pilot results are encouraging and warrant continued development of this virtue-based approach to RCR training. (shrink)

We consider the dispute between causal decision theorists and evidential decision theorists over Newcomb-like problems. We introduce a framework relating causation and directed graphs developed by Spirtes et al. (1993) and evaluate several arguments in this context. We argue that much of the debate between the two camps is misplaced; the disputes turn on the distinction between conditioning on an event E as against conditioning on an event I which is an action to bring about E. We give the essential (...) machinery for calculating the effect of an intervention and consider recent work which extends the basic account given here to the case where causal Knowledge is incomplete. (shrink)

Sabine Fourrier et al. Le dépot archaïque d'Amathonte, III. Les petits objets p. 67-118 Cet article présente les petits objets découverts dans un remblai d'époque archaïque, déposé contre le rempart Nord de la ville basse d'Amathonte. Le matériel, riche et varié, reflète les différentes fonctions du palais, dont il provient. Plusieurs types sont inédits ou seulement attestés parmi les trouvailles du palais de l'acropole. Certaines catégories, comme les figurines de terre cuite ou les marques incisées sur vases, sont particulièrement bien (...) représentées. Malgré leur aspect souvent fragmentaire, ces objets donnent une vue d'ensemble du mobilier que contenait le palais archaïque d'Amathonte. (shrink)

Whenever the use of non-experimental data for discovering causal relations or predicting the outcomes of experiments or interventions is contemplated, two difficulties are routinely faced. One is the problem of latent variables, or confounders: factors influencing two or more measured variables may not themselves have been measured or recorded. The other is the problem of sample selection bias: values of the variables or features under study may themselves influence whether a unit is included in the data sample.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Stanley Cavell: Philosophy’s Recounting of the OrdinaryRoblin MeeksStanley Cavell: Philosophy’s Recounting of the Ordinary, by Stephen Mulhall; xxv & 351 pp. New York: Oxford University Press, 1994, $52.00.Despite what his book’s title might suggest, Stephen Mulhall’s thorough explication of Stanley Cavell’s philosophy is anything but ordinary. At the outset Mulhall makes it clear that he intends to address Cavell’s exceptional formidability, and sets himself “not to attempt to (...) do what can and must only be done by Cavell’s own prose, but to clear the space that is required for it to do so” (p. vii). He grapples with those peculiar factors that fortify Cavell’s work against many readers: a viscous style and the manifold directions in which that style has stretched. An extensive exegesis, Mulhall believes, will prepare the ground for thoughtful critiques long overdue.In order to disarm Cavell’s “unfashionable tone” (p. viii), Mulhall opens with a discussion of Cavell’s earlier and more traditional work in aesthetics. He carefully attends to the ways in which Cavell appropriated and practiced ordinary language philosophy as established by Wittgenstein and Austin, and in so doing he displays Cavell’s struggle with this methodological inheritance. Conceiving it as the “paradigmatically modern philosophy” (p. 73), Cavell believes that ordinary language creates a tension between philosophy’s present and its past inflections—an urgency he finds ubiquitous in modern Western culture, echoed in contemporary painting and music. For Cavell, philosophy is invariably both subject and object.The second part of the book informs and extends the first, addressing Cavell’s elemental motivation—skepticism. Mulhall shows that Cavell “sees the practices of ordinary language philosophy as everywhere set in opposition to [End Page 407] the skeptical impulse” (p. 186). In reply to each “specific outbreak of what seems to be a fundamental human desire to repudiate that which aligns speakers with one another and with the world they inhabit” (p. 186), Cavell argues that investigations into the criteria governing what we say when—this is the sense in which he “recounts the ordinary”—can reaffirm the alignments between speakers and their world.Mulhall devotes most of his remaining pages to subjects in which Cavell observes the meeting of ordinary language philosophy and the skeptical impulse: film, literary theory, psychoanalysis, and the writings of Shakespeare, Emerson, and Thoreau—subjects traditionally located outside the philosophical pale of settlement. Mulhall demonstrates how these things have in turn shaped Cavell’s own method. Where Wittgenstein, for example, adopted a dense but laconic approach in his investigations, Cavell has come to exercise a species of Emersonian perfectionism. His abundant prose is intended to revise and to expand upon itself, offering itself up for criticism.Mulhall himself, however, does not fully accept this invitation. Since he states in his introduction that he is interested primarily in opening up Cavell’s philosophy for genuine critical response, and since he presents the strongest possible case on its behalf, he is in an ideal position—indeed, no one is better positioned—to offer an exhaustive critique. And yet the criticism he eventually levels (Cavell’s reliance upon religious metaphor is undercut by a chronic distaste for Christianity) fails to persuade; it is inadequately developed. Mulhall wants to maintain the exegete’s distance even when Cavell’s writing beckons him into the more intimate role of critic.Mulhall is right that Cavell’s philosophical aim is “to create a set of texts, to establish and maintain a texture of prose, that can earn the title of philosophy from its readers” (p. xiv). But he insufficiently explores the degree to which the skeptical impulse fundamentally infects this overarching ambition with doubt. And so he under-appreciates Cavell’s vexation. For if ordinary language philosophy—in working through the ineluctable tension between modernity and history—cannot produce work capable of being called philosophy or itself fails to find an audience, what can? Such questions ultimately lead back to Cavell’s own prose, and it is to Mulhall’s credit that he has cleared the space for such a return.Roblin MeeksCity University of New YorkCopyright © 1995 The Johns Hopkins University Press... (shrink)

Abstract: While recent scholarship often makes the claim that Plato’s theology in the Laws is based upon inferences from observable features about the world, this interpretation runs into difficulties when one considers (1) the continuing importance that the Socratic turn undertaken in the Phaedo has for speculation in the Laws about the order of the cosmos and (2) the actual observations that Plato makes about the sublunar and celestial realms in the Laws. In light of these difficulties, I develop an (...) interpretation of the theology of the Laws that seeks to show the priority of soul to matter by means of an articulation of the fundamental orientation to the world that is manifest in human beings seeking shared understanding through λόγος. This fundamental orientation is characterized by the recognition that νοῦς, not personal ambition, should guide human action and thought, and I argue that this recognition supplies at least partial support for the belief that νοῦς is in control of the cosmos. This interpretation helps makes sense of difficult passages in the Platonic corpus that ground cosmology on piety (Laws 10.898c6, Philebus 28e2, Timaeus 29a4). The relationship of this philosophical piety to the piety required by the laws of Magnesia is, however, problematic, and it could appear that Plato bridges this gap by a prudentialist account of why the laws of the city should be considered divine. I broach this problem in the final section of this paper by way of an examination of the relationship between the second sailing (δεύτερος πλοῦς) of the Phaedo and the δεύτερος πλοῦς of the Statesman and the Laws. I conclude with the observation that both the Phaedo and the Laws make use of an enchantment (ἐπῳδή) that goes beyond the bounds of what λόγος can establish. (shrink)

This article explores the extent to which three models of management morality – Immoral Management, Moral Management, and Amoral Management – are extant in the European business environment. After a brief introduction and presentation of examples of each model, a further description of each model and European applications are outlined. Two possible hypotheses regarding the models’ presence in European business are presented and then concluding observations are made.

This new edition of Soft Subversions expands, reorganizes, and develops the original 1996 publication, offering a carefully organized arrangement of essays, interviews, and short texts that present a fuller scope to Guattari's thinking from 1977 to 1985. This period encompasses what Guattari himself called the "Winter Years" of the early 1980s--the ascent of the Right, the spread of environmental catastrophe, the rise of a disillusioned youth with diminished prospects for career and future, and the establishment of a postmodernist ideology that (...) offered solutions toward adaptation rather than change--a period with discernible echoes twenty years later. Following Semiotext's release last season of the new, expanded edition of Chaosophy: Texts and Interviews 1972--1977, this book makes Guattari's central ideas and concepts fully available in the format that had been best suited to Guattari's temperament: the guerrilla-styled intervention of the short essay and interactive dialogue. This edition includes such previously unpublished, substantive texts as "Institutional Intervention" and "About Schools," along with new translations of "War, Crisis, or Life" and "The Nuclear State," interviews and essays on a range of topics including adolescence and Italy, dream analysis and schizo-analysis, Marcel Proust and Jimmy Carter, as well as invaluable autobiographical documents such as "I Am an Idea-Thief" and "So What.". (shrink)

Structure and organization seems to be at the root of many of the questions raised about institutional behaviour; however, with respect to research on university capacity building, few studies have examined research organizational problems, particularly in developing countries. This study investigates academic reactions to the structure and organization of research at four leading Vietnamese universities. Through document analysis and semi-structured interviews with 55 participants, the study finds that the four case-study Vietnamese universities have accomplished a number of the more visible (...) tasks of research management such as creating research and research management positions; deciding primary organizational units for research delivery; creating a research office; and creating research oversight committees. However, they seem to neglect the other less visible tasks of organizing and structuring research such as developing rules for research integrity; developing a mechanism for evaluating the quality of research outcomes; preparing researchers and research managers for the necessary skills and knowledge; and deciding vertical and horizontal decentralization. The study concludes that even though research has been formally structured and organized, the management of research has not yet been professionalized. The key problem in organizing and structuring research is the lack of an effective system for research behaviour formalization. A more effective system for better formalizing research behaviours should be developed so that Vietnamese universities can integrate more successfully into the global research. (shrink)

The focus of this Perspective article is on the comparison of two of the most popular initial applicant screening methods: Resumes and application forms. The viewpoint offered is that application forms are superior to resumes during the initial applicant screening stage of selection. This viewpoint is supported in part based on criterion-related validity evidence that favors application forms over resumes. For example, the biographical data inventory, which can contain similar questions to those used in application forms, is one of the (...) most valid predictors of job performance, whereas job experience and years of education, which are often inferred from resumes and cover letters, are two of the least valid predictors of job performance. In addition to validity evidence, making decisions based on application forms as opposed to resumes is likely to help organizations defend against claims of discriminatory hiring while enhancing their ability to hire in a more diverse, equitable, and inclusive manner. For example, applicant names on resumes can lead to screening bias against members of identifiable subgroups, whereas an applicant’s name can be easily and automatically hidden from decision-makers when reviewing application forms. Despite these convincing arguments focused on applicant quality and diversity, a substantial research–practice gap regarding the use of resumes and cover letters remains. (shrink)

This article explores the extent to which three models of management morality – Immoral Management, Moral Management, and Amoral Management – are extant in the European business environment. After a brief introduction and presentation of examples of each model, a further description of each model and European applications are outlined. Two possible hypotheses regarding the models’ presence in European business are presented and then concluding observations are made.

Social movements are using education to generate critical consciousness regarding the social and environmental unsustainability of the current food system, and advocate for agroecological production. In this article, we explore results from a cross-case analysis of six social movements that are using education as a strategy to advance food sovereignty. We conducted participatory research with diverse rural and urban social movements in the United States, Brazil, Cuba, Bolivia, and Mexico, which are each educating for food sovereignty. We synthesize insights from (...) critical food systems education and the political ecology of education in analyzing these cases. We compare the thematic similarities and difference between these movements’ education initiatives in terms of their emergence, initial goals, expansion and institutionalization, relationship to the state, theoretical inspirations, pedagogical approach, educational topics, approach to student research, and outcomes. Among these thematic areas, we find that student-centered research on competing forms of production is an integral way to advance critical consciousness about the food system and the political potential of agroecological alternatives. However, what counts, as success in these programs, is highly case-dependent. For engaged scholars committed to advancing education for food sovereignty, it is essential to reflect upon the lessons learned and challenges faced by these movements. (shrink)

Chris Meek. Strong-Completeness and Faithfulness in Belief Networks.