The primary aim of menu labelling should be understood as informing consumers such that they are better able to make informed food purchasing and consumption decisions; the extent to which consumers’ behaviours or, indeed, health outcomes, are affected may be contingent on several other factors and should therefore be considered more distal aims of what menu labelling intends to, or is able to, achieve. It is of importance to be clear about the nature and scope of menu (...) labelling, including what it might reasonably be expected to achieve, in order to elucidate the morally relevant equity considerations that ought to accompany the design and implementation of such interventions. This commentary attempts to begin to specify what these equity considerations ought to look like given the specific situational and dispositional factors associated with menu labelling. It concludes that the goals of menu labelling interventions should be, at a minimum, to strive to give consumers equality of access to nutrition information and/or the equal opportunity or capability to make informed food decisions in the eating out environment. These considerations support a universal approach to menu labelling, but may also require targeted strategies to attend to the needs of those less capable of making informed food decisions. (shrink)

A menu of twelve moral issues that seem to be common to all organizations is described and illustrated. This menu identifies some of the most prominent moral issues requiring individuals to decide where to draw the line between moral and immoral conduct. A review ofThe Wall Street Journal during just one week provided over sixty articles illustrating how moral issues are inherent in almost every business decision. The articles included several illustrations of stealing, lying, and fraud that are (...) immoral, although in some cases not technically illegal. Other articles illustrated conflicts of interest, influence buying, hiding information, divulging personal information, taking unfair advantage, personal decadence, interpersonal abuse, organizational abuse, rule violations, being an accessory to unethical acts, and balancing ethical dilemmas. These illustrations are intended to help individuals identify moral issues and recognize the situations when they arise so they can avoid unwitting immoral behavior. (shrink)

In full color, this portable guide covers all of the essential controls, features, and functions of the Nikon D5300, using step-by-step instructions and providing full-color images of each menu screen.

The Nikon COOLPIX Digital Field Guide is filled with everything you need to know in order to take amazing photographs using any Nikon COOLPIX camera. This full-color portable guide walks you through the essential controls, features, and functions of the Nikon COOLPIX point-and shoot camera line using step-by-step instructions and full-color images of each menu screen. This robust guide not only shows you how to adjust a variety of settings on your Nikon COOLPIX, it also teaches you when and (...) why you should adjust them. The Nikon COOLPIX Digital Field Guide goes beyond camera settings to offer you a friendly guide to the principles of digital photography, covering the essentials of lighting and composition. Filled with amazing examples, this book also presents a variety of techniques for getting great photos, including specific tips and tricks for capturing portraits, candids, sports and action shots, travel pictures, macro photography, and much more. (shrink)

What you need to know to take amazing photos—or shoot movies!—with your Nikon D300s camera This portable, full-color guide explains all essential controls, features, and functions of the Nikon D300s camera, including the exciting new D-Movie with auto-focus feature, 3-inch LCD screen, quiet shutter release, and external microphone for movie recording. You’ll find step-by-step instructions and invaluable tips and tricks to help you take your best stills or live action, whether you’re capturing portraits, candid shots, sports or travel images, or (...) macro photography. Shows you how to get the very most out of your new Nikon D300s digital camera Discusses in detail all the essential controls, features, and functions of the Nikon D300s, including the new D-Movie feature Provides step-by-step instructions and full-color images of each menu screen Explains not only how to adjust white balance, autofocus, exposure, and other settings, it explains when and why you should adjust these settings Gives you a thorough digital photography refresher on lighting and composition Shares valuable tips and tricks to help you capture amazing shots Shows you topic-specific secrets to capturing portraits, candid shots, sports or travel photos, macro photography, and others Now that you have a Nikon D300s, make sure you have a copy of the Nikon D300s Digital Field Guide! (shrink)

This paper proposes a theory of institutional pluralism to deal with the question whether and to what extent limits should be placed on the market. It reconceives the pluralist position as it was presented by Michael Walzer and others in several respects. First, it argues that the options on the institutional menu should not be principles of distribution but rather economic mechanisms or ‘modes of provision’. This marks a shift from a distributive to a provisional logic. Second, it argues (...) that we should drop the assumption that any good should only be placed in one sphere, i.e. distributed according to one distributive principle. This marks a shift to ‘complex pluralism’: for at least some goods it is appropriate that they are provided through the market and through one or more non-market alternatives simultaneously. Finally, it argues that the often used conventionalist justification should be traded for a capability approach to the moral evaluation of markets and non-market alternatives. Any institutional option on our menu has value to the extent that it enhances the morally relevant capabilities of the producers and/or consumers of the good that is to be provided. This approach will be illustrated with two examples of goods for which it yields complex pluralist conclusions: the provision of care and the provision of media content. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Blue Pearl: The Efficacy of Teaching Mindfulness Practices to College StudentsDeborah J. Haynes, Katie Irvine, and Mindy BridgesBetween fall 2003 and spring 2011 I integrated contemplative practices into ten courses with a total of 877 students. Nine of these courses carried credit for the core undergraduate curriculum, either in literature and arts or ideals and values, and students elected my courses from a menu of options. Individual (...) courses ranged from 12 to 409 students. During two of these years, I conducted detailed human subject research using a number of surveys, gathering both quantitative and qualitative data with first-year undergraduates on their experiences with contemplative pedagogy. These courses dealt specifically with art and religion, focusing on traditions where the visual arts are intricately connected to religious practice. I gathered more subjective data in all of the other courses, including large lecture courses on world art from 1500 to the present. In general, my students were not majors in art or religious studies, but came from many disciplines within the arts, social sciences, and sciences, including business and engineering. This essay describes the process and results of the research I conducted with two undergraduate assistants, Katie Irvine and Mindy Bridges. Besides summarizing the findings, I also describe student responses to teaching a specific mindfulness practice—the bow—within a large lecture course with undergraduates. It is notable how little actual data exists about student experiences, and this prompted me to undertake the research that forms the basis for this essay.1I begin with a few comments on my understanding of contemplative or mindfulness practice and my role as researcher. There is no single way to describe or engage in contemplative practice. The Latin contemplari means to observe, consider, or gaze attentively. This definition gives clues about the varied forms of contemplative practice, which include sitting, standing, walking, and lying down; using attitudes of not doing; deep listening, pondering, and radical questioning; guided imagery and active imagination; exercises with the body; focusing techniques such as those developed by Eugene Gendlin; concentrated language experiments with freewriting, poetry, and journals; beholding; and creation of visual images to represent such experiences.2 The [End Page 63] word mindfulness is often used to describe contemplative practice. In its most basic form, it means moment-by-moment present awareness, which is available to everyone, regardless of religious or spiritual orientation.Broadly understood as methods to develop concentration, to deepen understanding and insight, and to cultivate awareness and compassion, these practices can have a profound impact on a student’s experience both in college and beyond. Specifically, teaching students techniques of awareness, concentration, and means of disciplining their attention is absolutely essential in our era of fragmentation, ever-increasing speed, multitasking, and continuously interrupted attention. While contemplative practices are rooted in the world’s religious traditions, I often tell parents and students that the application of these practices in a secular educational context can enhance the educational experience in unique ways. Students develop new techniques of awareness, they learn to refine their perceptual and observational skills, and they are encouraged to take chances and to foster attitudes such as curiosity and wonder rather than cynicism about the world in which we live.Contemplative PedagogyIntroducing contemplative practices into the classroom results in new educational practices and pedagogies. For example, in a course titled The Dialogue of Art and Religion my students learn about Russian Orthodox icons, Himalayan Buddhist thangkas, and Navajo sand paintings through studying cultural and social history, religion, formal visual analysis, and creative processes. I define this interdisciplinary teaching as a form of comparative visual studies. I normally teach this class to eighteen or twenty first-year college students. Students also learn about the practices of prayer and meditation that are central to Christian, Buddhist, and Native American traditions through sustained reading and discussion. They read accessible books about contemplative practice such as Thich Nhat Hanh’s The Miracle of Mindfulness.3 In each class, we practice simple techniques such as bowing, sitting in silence, breath awareness, and daily writing exercises.Over the past decade my students have talked about how these mindfulness exercises help to foster an atmosphere of respect, noting... (shrink)

Conservationists criticized the Walt Disney Company after word leaked out that shark fin soup would be served at Hong Kong Disneyland. Disney understood shark fin soup as a traditional item featured in Chinese wedding banquets and in sealing business deals. Eliminating the delicacy from the menu might undermine local customs and engender loss of “face”. Environmentalists argued that securing the shark fin involved a barbaric practice destroying the shark ecosystem, and that the soup represented an emerging status symbol rather (...) than an intrinsic feature of Chinese culture. Case study participants will gather together as Disney management executives to discuss the ethics of serving shark fin soup in light of environmental sensitivities, cultural factors, and existing stakeholder fiduciary responsibilities. Hong Kong Disneyland’s resolution surfaced after initial indecisiveness; their current corporate policy on social responsibility should not affect each management teams’ deliberation process and rationale for a recommendation regarding shark fin soup. (shrink)

Conservationists criticized the Walt Disney Company after word leaked out that shark fin soup would be served at Hong Kong Disneyland. Disney understood shark fin soup as a traditional item featured in Chinese wedding banquets and in sealing business deals. Eliminating the delicacy from the menu might undermine local customs and engender loss of “face”. Environmentalists argued that securing the shark fin involved a barbaric practice destroying the shark ecosystem, and that the soup represented an emerging status symbol rather (...) than an intrinsic feature of Chinese culture. Case study participants will gather together as Disney management executives to discuss the ethics of serving shark fin soup in light of environmental sensitivities, cultural factors, and existing stakeholder fiduciary responsibilities. Hong Kong Disneyland’s resolution surfaced after initial indecisiveness; their current corporate policy on social responsibility should not affect each management teams’ deliberation process and rationale for a recommendation regarding shark fin soup. (shrink)

Hambre de filosofía, a través de la metáfora de un menú filosófico, pone el foco en los despreciados y estigmatizados, invitándonos a los lectores a sumarnos al compromiso de la cooperación desde una perspectiva experiencial y aplicada de la Filosofía.

There exists psychological evidence that consumers do not consider all available items in the market, which can lead to the “more-is-less” effect, a phenomenon where having more options causes a welfare reduction (Llears et al. in J Econ Theory 170:70–85, 2017). Under this more-is-less effect, we face a dilemma that adding new opportunities may both improve and worsen individual well-being. This study proposes a hypothesis that “more is always better,” which implies that adding new opportunities cannot worsen individual well-being, is (...) a bias to which moral heuristics leads. A satisfactory resolution of this dilemma is act-consequentialism over menus, which is an ex-post and third-party evaluation of opportunity sets. We provide an axiomatic foundation for act-consequentialism over menus and apply it to policymakers’ menu-providing policies. (shrink)