The case focuses on the decision by the Norwegian Ministry of Finance in 2006 to remove Wal-Mart Stores, Inc. from its investment portfolio because of theretailer's "serious and systematic" abuses of human and labor rights. Discussion of the decision-making process that led to the divestiture, and the impact that Wal-Mart has had on various realms – social, economic, industry, and the supply chain, among others – are included in the case.

Meaning Making: 8 Values That Drive America's Newest Generations is our investigation into the values that young people, ages 13 to 25, practice and uphold. What motivates them in their common quest to discover, create, and express significant meaning in their lives? What are the organizations and groups they choose to engage with and be a part of? How do those organizations exhibit and express those values? The values young people articulated comprise the chapters of this book. They emerged from (...) surveys and interviews with young people, as well as other quantitative and qualitative research involving a range of resources, both scholarly and popular. As we collected our data early in 2020 through a nationally representative survey; looked at other data sources; and uncovered the practices, people, and organizations that were attracting intense commitment from young people; we made discoveries helpful to leaders trying to shape organizations, groups, institutions, and one-on-one relationships that better serve and care for young people today This is a rush request since publication is end of July...thank you in advance. (shrink)

In a time when ethical scandals are commonplace in the media, one begins to wonder just what organizations are doing wrong. This article analyzes the Fall 2006 boardroom spying scandal at Hewlett–Packard to determine whether the workplace deviance observed can be linked to a retaliatory response to organizational power. A summary of the events leading up to, during, and the fall-out of the scandal is reported.

Speech unfolds over time, and the cues for even a single phoneme are rarely available simultaneously. Consequently, to recognize a single phoneme, listeners must integrate material over several hundred milliseconds. Prior work contrasts two accounts: (a) a memory buffer account in which listeners accumulate auditory information in memory and only access higher level representations (i.e., lexical representations) when sufficient information has arrived; and (b) an immediate integration scheme in which lexical representations can be partially activated on the basis of early (...) cues and then updated when more information arises. These studies have uniformly shown evidence for immediate integration for a variety of phonetic distinctions. We attempted to extend this to fricatives, a class of speech sounds which requires not only temporal integration of asynchronous cues (the frication, followed by the formant transitions 150–350 ms later), but also integration across different frequency bands and compensation for contextual factors like coarticulation. Eye movements in the visual world paradigm showed clear evidence for a memory buffer. Results were replicated in five experiments, ruling out methodological factors and tying the release of the buffer to the onset of the vowel. These findings support a general auditory account for speech by suggesting that the acoustic nature of particular speech sounds may have large effects on how they are processed. It also has major implications for theories of auditory and speech perception by raising the possibility of an encapsulated memory buffer in early auditory processing. (shrink)

The significance of teaching to the evolution of human culture is under debate. We contribute to the discussion by using a quantitative, cross-cultural comparative approach to investigate the role of teaching in the lives of children in two small-scale societies: Aka foragers and Ngandu farmers of the Central African Republic. Focal follows with behavior coding were used to record social learning experiences of children aged 4 to 16 during daily life. “Teaching” was coded based on a functional definition from evolutionary (...) biology. Frequencies, contexts, and subtypes of teaching as well as the identity of teachers were analyzed. Teaching was rare compared to observational learning, although both forms of social learning were negatively correlated with age. Children received teaching from a variety of individuals, and they also engaged in teaching. Several teaching types were observed, including instruction, negative feedback, and commands. Statistical differences in the distribution of teaching types and the identity of teachers corresponded with contrasting forager vs. farmer foundational cultural schema. For example, Aka children received less instruction, which empirically limits autonomous learning, and were as likely to receive instruction and negative feedback from other children as they were from adults. Commands, however, exhibited a different pattern suggesting a more complex role for this teaching type. Although consistent with claims that teaching is relatively rare in small-scale societies, this evidence supports the conclusion that teaching is a universal, early emerging cognitive ability in humans. However, culture structures the nature of teaching. (shrink)

Most of what we know about teaching comes from research among people living in large, politically and economically stratified societies with formal education systems and highly specialized roles with a global market economy. In this paper, we review and synthesize research on teaching among contemporary hunter-gatherer societies. The hunter-gatherer lifeway is the oldest humanity has known and is more representative of the circumstances under which teaching evolved and was utilized most often throughout human history. Research among contemporary hunter-gatherers also illustrates (...) a complex pattern of teaching that is both consistent with and distinct from teaching in other small- and large-scale societies with different subsistence practices and cultural forms. In particular, we find that the cultural emphasis on individual autonomy and socio-political egalitarianism among hunter-gatherers differently shapes how teaching occurs. For example, teaching clearly exists among hunter-gatherers and appears in many forms, including institutionalized instruction in valued cultural and technical skills. However, teaching tends to be less common in hunter-gatherer societies because people live in small, intimate egalitarian, groups that support each other’s learning in a variety of ways without teaching. Furthermore, foundational cultural schemas of autonomy and egalitarianism impact the nature of teaching. For example, adults and older children limit their interventions, permitting autonomous learning, and, when they occur, teaching episodes are generally brief, subtle, indirect, and situated in a present activity. We discuss the implications of this research in terms of discussions of the evolution of human cognition and the co-evolution of teaching and culture through the process of cultural niche construction. (shrink)

This paper examines how innovative skills and knowledge are transmitted and acquired among adolescents in two hunter-gatherer communities, the Aka of southern Central African Republic and the Chabu of southwestern Ethiopia. Modes of transmission and processes of social learning are addressed. Innovation as well as social learning have been hypothesized to be key features of human cumulative culture, enhancing the fitness and survival of individuals in diverse environments. The innovation literature indicates adult males are more innovative than children and female (...) adults and therefore predicts that adolescents will seek out adult males. Further, the mode of transmission should be oblique. Thus, learning of innovations should be oblique or horizontal rather than vertical, with adolescents paying particular attention to “successful” innovative individuals. The social learning literature indicates that complex skills or knowledge is likely to be learned through teaching, and therefore that teaching will be an important process in the transmission of innovations. In-depth and semi-structured interviews, informal observations, and systematic free-listing were used to evaluate these hypotheses. The study found that cultural context patterned whether or not adolescents sought out adult male or female innovators; oblique modes of transmission were mentioned with greater frequency than horizontal or vertical modes; knowledge and skill bias was notable and explicitly linked by the adolescents to reproductive effort; and teaching was biased toward same-sex individuals and was an important but not an exclusive means of transmitting complex skills and social knowledge. (shrink)

Personal and social norms are well-established predictors of proenvironmental behavior, and past research often discusses the motivational properties of different norms. However, less research has examined how individuals feel after conforming to, or deviating from, a norm. We suggest that emotions may function as norm enforcement tools that reward conformity and punish deviance. As a starting point, we outline the emotions that individuals may experience when conforming to, or deviating from, different norms (i.e., personal norms, descriptive social norms, injunctive social (...) norms), and how these emotions can influence proenvironmental behavior. More research is needed to clarify how emotions facilitate, and possibly mediate, the influence of norms on proenvironmental behavior. (shrink)

Speech unfolds over time, and the cues for even a single phoneme are rarely available simultaneously. Consequently, to recognize a single phoneme, listeners must integrate material over several hundred milliseconds. Prior work contrasts two accounts: (a) a memory buffer account in which listeners accumulate auditory information in memory and only access higher level representations (i.e., lexical representations) when sufficient information has arrived; and (b) an immediate integration scheme in which lexical representations can be partially activated on the basis of early (...) cues and then updated when more information arises. These studies have uniformly shown evidence for immediate integration for a variety of phonetic distinctions. We attempted to extend this to fricatives, a class of speech sounds which requires not only temporal integration of asynchronous cues (the frication, followed by the formant transitions 150–350 ms later), but also integration across different frequency bands and compensation for contextual factors like coarticulation. Eye movements in the visual world paradigm showed clear evidence for a memory buffer. Results were replicated in five experiments, ruling out methodological factors and tying the release of the buffer to the onset of the vowel. These findings support a general auditory account for speech by suggesting that the acoustic nature of particular speech sounds may have large effects on how they are processed. It also has major implications for theories of auditory and speech perception by raising the possibility of an encapsulated memory buffer in early auditory processing. (shrink)

In clinical research the giving of consent by the patient often lies within the context of illness or the doctor/patient relationship. On exploration of these issues it would appear unlikely that the patient's consent is free of substantial influences, some of which may be strong enough to be controlling. Five categories of consent are suggested: voluntary, involuntary, coerced, enforced and partially voluntary. It is argued that consent in clinical research is substantially influenced and thus only partially voluntary. Several practical strategies (...) are proposed to ensure adequately voluntary consent by reducing some circumstantial influences when consent to clinical research is obtained. (shrink)

Performance theorists have identified a central problem in live artistic performances— sometimes a performance is transcendently good, but more often it is not. Even the best performers give uneven performances over time, and educators are frequently at a loss as to what teaching methods will counteract this phenomenon. So how can we provide a useful approach for educators to reduce inconsistency, without sacrificing quality, in the performing arts? This is the question that we hope to address in this paper, by (...) outlining a philosophical grounding for a more consistent type of performance.First, we give a historical analysis of three differing solutions to this problem of consistency, looking to Plato, Diderot, and... (shrink)

Understanding what makes governance 'good' or 'bad' has been impeded by construct ambiguity. Contemporary governance research has struggled to define 'governance' and related constructs such as 'ownership', 'agency', and 'management' in a way that clearly separates and distinguishes them. Often, the line between governance and management is so blurred that it is impossible to say what is good or bad 'governance' versus 'management'. Here we provide a systematic classification of key governance concepts in terms of their distinct economic functions. 'Governance', (...) for instance, is the economic function of behavioural constraint. This allows us to state what 'good' governance is and how it might be assessed. We conclude that goodness of governance is idiosyncratic to each organisation, or even to each owner. Thus, while objective measures of good governance are possible, broadly utilised criteria for measuring governance are unlikely to capture whether governance is actually good or bad. (shrink)

In his theory of the event, Alain Badiou argues that the realm of politics is particularly important. Drawing to an extent on Marx, Lenin and Mao, he argues that true politics is revolutionary, or at least 'eventmental'. Badiou's political thought places great emphasis on the role of the agent of change — the subject — but he argues controversially that subjecthood in politics as well as in other domains comes only after the event has taken place, leaving the potential subject (...) in a highly passive position before the event has taken place. He has relinquished some but not all of Marx's materialist and historical approach, in favour of a more idealist approach influenced in part by Plato, with the effect that his theory of politics is rather disjointed. Badiou's uneasy blend of idealism and materialism means that he has at times highly unorthodox things to say about the notion of democracy and has uneven positions regarding both parliamentary politics and political activism. A lonely, committed voice in contemporary France, Badiou's theory of politics nevertheless offers a rare opportunity to engage with a thinker who is attempting to offer a new philosophy of praxis. (shrink)

Taking Parenting Public makes a compelling case that parenting has become dangerously undervalued in America today. It calls for a new investment—both personal and public—into the work of raising children and argues that we are all 'stockholders' in the next generation. With a foreword by Sylvia Ann Hewlett and Cornel West, Taking Parenting Public crosses boundaries to bring together thinkers from diverse fields spanning the political spectrum. It features contributions from distinguished experts in economics, political science, public policy, child development, (...) public health, history, and the media. While recent books have focused on working mothers or absent fathers, Taking Parenting Public is the first volume to take a comprehensive look at the common struggles of parents. These essays go beyond the usual chest-beating about busy parents torn between work and family demands to suggest bold solutions. Instead of the typical call for 'parent replacement'—more child care, more after school programs and more mentors—the contributors offer fresh strategies for 'parent replenishment,' ways to put mothers and fathers back into the lives of their children not only as economic providers, but also as emotional and moral providers. (shrink)

Marx and Engels's thought—combined with the way in which it has been interpreted—has tended to militate against discussion of an ethics of violence in revolt. Along with Sorel and Fanon, their attitude towards violence is often seen simply as one where the ends justify the means and where violence in pursuit of a just society is necessarily defensible. However, we can (and should) look to certain sources within Marx and Engels for inspiration for an ethics of violence in revolt, which (...) places emphasis on the humanizing aspects of their work, on the core ideas of freedom, moving beyond dehumanization and moving beyond violence. I argue that this approach suggests an abhorrence of any violence and can thus be combined with a pacifist-influenced approach to the ethics of violence in revolt. This is compatible with Ernst Bloch's interpretation of Marxism, which he describes as “concrete utopianism.” Classical Marxism can, then, offer fruitful pointers to an ethics of violence in political change, although Marx and Engels's texts must be used with considerable care and must be combined with the work of other thinkers, in particular those who display more explicit moral objection to violence of any kind. (shrink)

Volume 24, Issue 7-8, November - December 2019, Page 872-874.

Accession Number: ATLA0001712123; Hosting Book Page Citation: p 172-186.; Language(s): English; General Note: Bibliography: p 185-186.; Issued by ATLA: 20130825; Publication Type: Essay.

Michael Polanyi critiqued the then burgeoning field of molecular biology and the neo-Darwinian synthesis that has since come to characterize the structure of modern biology. He pointed out correctly that the reductionistic approach lacked explanatory power in the case of living systems. Philip Clayton addresses the importance of Polanyi’s thinking, even though it was not appreciated at the time it was presented. He argues, however, that while some aspects of Polanyi’s biological perspective are important in considering emergent phenomenon, other ideas (...) are less well received in the modern era. This article discusses the pros and cons of the Clayton view and presents a model for a biological structure that might embrace emergence and supervenience. (shrink)

For a multicellular organism to proceed from egg to adult it must: (i) undergo cell division, (ii) differentiate, (iii) remain a unified whole (Ho). These requirements are at right angles to each other. The first two are achieved through hierarchical processes (vertical control) that are relatively well understood, the third through non-hierarchical processes (horizontal control) physiological evidence for which is abundant, though not widely recognized as a form of control. The essay gives an example of a tissue – the skin (...) of a living squid – whose horizontal network properties come to light when nervous (vertical) control is removed. It offers the name homeotaxy or ‘peer conformity’ for the general principle (allied to the community effect, Gurdon 1988) that constrains the parts of the whole to be in the same state within any given layer of the network – where layers correspond to ontogenetic stages in the development of the tissue – and discusses the question of a need and a name for this principle in Biology. (shrink)

In this study, I explore the viability of what Carl Dreyer called film novels or filmscripts in the form of novels. I show that these novels are viable---that is, they can be written and filmed in ways that deeply engage us in understanding them. ;In the introduction, I explain that this study is a poetics---that is, it formally defines film novels, specifies a standard for successful film novels, and specifies ways of creating film novels so that they are likely to (...) be successful. I then survey what scholars have written about these script-like novels. ;In the first chapter, I define film novels as short, visually engaging novels-that is, short novels that continually engage readers in picturing scenes. I then explore the historical background of this type of novel. ;In the second chapter, I explain that successful film novels are interpretively engaging---that is, they engage readers, not only in continually picturing scenes, but also in thoughtfully interpreting them. I then trace the history of film novels and show how they, and films based on them, have engaged readers and viewers in interpreting them. ;In the third chapter, I explain that thoughtful interpretation can be understood as generous interpretation if we use the word generous as Jean-Paul Sartre did. Drawing on Sartre's philosophy of literature, I explain how generous writers engage readers in generous interpretation. ;In the fourth chapter, I explain how writers can generously create characters and plots for film novels. In the fifth, I present detailed exercises to help writers generously create scenes and storylines for film novels. In the sixth, I explain how filmmakers can generously turn film novels into films. ;I conclude that film novels come from a tradition of highly visual novels, film novels can be deeply engaging, and this engaging quality can be preserved in films. (shrink)