White women's racism has been the topic of many critiques, discussions and conflicts within British feminist theory and politics over the last fifty years, driven by women of colour's insistence that white feminists must take on board the significance of race in order to stop perpetuating racism. Yet still today, feminist academia and activism in Britain continues to be white-dominated and to participate in the reproduction of racism and whiteness. This article examines the role of dominant historical narratives of feminism (...) in enabling this reproduction, arguing that there is a direct correlation between how the feminist past is constructed in relation to race and racism and how feminist theory and politics are articulated in the present. Focussing on three contemporary feminist texts that address feminism itself as a subject, it highlights three techniques used in these texts that, it is argued, are commonly employed in the narrative reproduction of white feminist racism. These are: (1) the erasure of the work of British feminists of colour; (2) white feminist co-option of work by feminists of colour; and (3) the narration of feminist theory and politics as having ‘moved on’ from racism. These techniques lead to evasion of the topic of white feminist racism, both historically and in the present. They also reinforce the construction of British feminism as a story that belongs to white women. The article argues that in order to work towards ending white supremacy, white feminists must relinquish control of the feminist narrative and stop moving on from the topic of white feminist racism. (shrink)

Dieses R-Arbeitsbuch bietet seinen Leserinnen und Lesern ökonometrische Übungsaufgaben, die eigenständig am Computer bearbeitet werden können. Die notwendigen Kenntnisse des kostenlosen Programmpakets R werden in,,R-Boxen" quasi nebenbei Schritt für Schritt vermittelt. Den Auftakt bildet dabei eine einfache Installationsanleitung. Auch alle Lösungen der Übungsaufgaben sind sorgfältig dokumentiert. Das R-Arbeitsbuch lässt sich zwar mit jedem einführenden Ökonometrie-Lehrbuch kombinieren, die optimale Verzahnung besteht jedoch mit dem Lehrbuch Ökonometrie - Eine Einführung (von Auer, 8. Auflage, 2023). Die Zielgruppe dieser Lehrbuch-Arbeitsbuch-Kombination besitzt weder statistische (...) oder ökonometrische Kenntnisse noch Erfahrung in der Anwendung statistischer Programme. Für die 2. Auflage wurde das R-Arbeitsbuch gründlich überarbeitet und um zusätzliche Aufgaben ergänzt. Der Inhalt Ökonometrische Übungsaufgaben zur eigenständigen Bearbeitung Detaillierte Lösungen zu den Übungsaufgaben Systematische Anleitung für den Umgang mit dem Programmpaket R Die Autoren Ludwig von Auer ist Professor für Volkswirtschaftslehre an der Universität Trier. Er wurde von der Studentenschaft mit zahlreichen Preisen für herausragende Lehre ausgezeichnet und erhielt 2014 den Lehrpreis der Universität Trier. Sönke Hoffmann ist wissenschaftlicher Mitarbeiter an der Fakultät für Wirtschaftswissenschaft der Otto-von-Guericke Universität Magdeburg, sowie selbständig tätiger Dozent an der Otto-von-Guericke Business School Magdeburg. Seit 2013 unterrichtet er Ökonometrie in Verbindung mit Statistiksoftware und entwickelte in diesem Zusammenhang das R-Paket desk. Tobias Kranz ist Dozent im Fach Volkswirtschaftslehre an der Universität Trier. Die Ökonometrie gehört seit 2016 zu seinem Lehrportfolio. Im Jahr 2021 erhielt er den Lehrpreis der Universität Trier. Seit 2022 ist er Mitautor des R-Pakets desk. (shrink)

While much attention has gone towards ethical, legal, and social implications of direct-to-consumer genetic testing over the past decades, the rise of new forms of consumer omics has largely escaped scrutiny. In this paper, we analyze the product descriptions, promotional messages, terms of service, and privacy policies of five epigenetic and seven microbiomic testing companies. The advent of such tests online represents a significant shift in consumer omics, from a focus on inherited molecules with genetic tests, to broader interest for (...) information about the lives of individuals, such as chronological and biological age, exposures, and lifestyle. Building on previous literature about direct-to-consumer genetic testing, and taking this shift into account, we identify limitations, gaps and inconsistencies in current practices and policies of the new companies. Best practice standards and regulations applicable across different omic sample and data types is a necessary first step in the promotion of responsible consumer omics. (shrink)

A dynamic choice mechanism (e.g. sophisticated choice) is a rule transforming a sequence of orderings into actual choices. The dynamic choice literature analysing such rules is restricted to the case of strict preferences. The present paper allows also for weak preferences. This generalisation is necessary since in dynamic utility models decision makers are typically endowed with orderings which can be represented by continuous utility functions. Such a representation, however, requires the orderings to be a weak ordering. In the presence of (...) weak orderings the classical choice mechanisms have to be re-examined. This paper develops and analyses new choice mechanisms and relates them to the notion of a subgame-perfect equilibrium. (shrink)

Dieses Buch gibt anhand von 22 Autoren und 22 ihnen zugeordneten Begriffen einen Überblick über das heute vorhandene Grundlagenwissen zur sprachlichen Interaktionsanalyse. Die Auswahl der Autoren umfaßt neben Linguisten (z.B. Bühler, Benveniste) auch Klassiker der Soziologie (z.B. Weber, Sacks), der Kulturtheorie (z.B. Volosinov) und der Sprachphilosophie (z.B. Wittgenstein, Austin); dazu kommen wichtige Autoren aus jüngerer Zeit (z.B. Bourdieu, Luckmann, Hymes, Geertz). Trotz dieser interdisziplinären Orientierung bleibt der Bezug auf sprachwissenschaftliche Fragestellungen erhalten. Das Spektrum der Grundbegriffe umfaßt Konzepte wie "Handeln", "Sprechakt", (...) "Kultur", "Intertextualität", "Subjektivität", "Performanz" und "Gattung". (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Charles Faulkner Bryan: His Life and MusicTerese M. VolkCarolyn Livingston, Charles Faulkner Bryan: His Life and Music ( Knoxville, TN: University of Tennessee Press, 2003)There are many biographical studies in music education history.1 Indeed, it seems one of the easiest fields in historical research to mine—that is, until the researcher finds him or herself in the midst of what could be a years-long endeavor. Then the choice is (...) to commit to the research or quit. Carolyn Livingston did not quit. Her research began in 1981, continued through twenty years of investigations, interviews, library searches, and analyses, and has culminated in Charles Faulkner Bryan: His Life and Music. This book is not just the usual sequence of events in the life of a musician. Rather, it is more like becoming acquainted with someone you have never met before, yet feel comfortable with immediately. Charles Faulkner Bryan is genuinely likeable, and Livingston brings the person of Bryan to the fore and lets his humanity shine through his life and his music.Charles Faulkner Bryan: His life and Music is divided into two sections (pre- and post-WWII), each with four chapters. Livingston looks at this musician from several perspectives: the composer, the educator, the researcher, and the man. Appalachian folk music is the theme that connects the chapters, as it connected the events in Bryan's life. [End Page 211]Chapter 1 focuses on Bryan's youth, during which he and his family discovered his musical abilities. From performing at school, to building his own "turtle uke,"2 to his studies at the Nashville Conservatory of Music, Livingston describes the family support behind his developing musicality. Chapter 2 shows the reader his humanity even more clearly. Livingston tells of his early career as a music educator at the Tennessee Polytechnic institute; his marriage; and his mentorship of a young Black singer, J. Robert Bradley. That Bryan, a white Southerner, gave voice lessons to Bradley was not only generally unheard of with segregation as it was in the United States during the 1930s, but was dangerous to his career as well. Bryan moved on to teach at Peabody College in Nashville and then worked for the Works Progress Administration (WPA) Music Program on the Tennessee Music Project. Later he became the assistant state coordinator for the Tennessee State Defense Council. During both of these service positions, he called for music education improvements in Tennessee. Commenting on his work during this period, Livingston says, "Bryan was both of his time and ahead of his time... grounded in reality and yet visionary."3In Chapter 3, Livingston gives the reader a review of the "status of folk music scholarship and performance" as it existed in the 1930s.4 She takes pains to introduce the folk music researchers and musicians who influenced Bryan in his work with Appalachian folk music: Lucien L. McDowell and Flora Lassiter McDowell, George Pullen Jackson, Charles Seeger, and John Jacob Niles. These connections and friendships were to influence his awareness of Appalachian folk music and would continue for the rest of his life. By 1945 he had come to be considered an authority on folk music in his own right and his vision of this music came to encompass "the ultimate meaning in representing America itself."5Chapter 4 traces Bryan's development as a composer. It is in this chapter that Livingston begins to incorporate analyses of Bryan's most popular compositions. Her reviews of these compositions are clear and detailed without being overly theoretical. Some of the selections she analyzes include "Charlottown," "The Ballad of the Harp Weaver," and the White Spiritual Symphony. The Symphony in particular shows his respect for the folk songs he incorporated in this composition. Indeed, as Livingston points out several times, he maintained the integrity of these songs in all his compositions and performances. Chapter 4 concludes with Bryan's academic achievements: a Guggenheim Fellowship for music composition and his acceptance at Yale University to study composition under Hindemith.Livingston continues the discussion and analyses of Bryan's compositions in Chapter 5, detailing his time at Yale. His completed choral works from this period include the "Bell... (shrink)

Entrepreneurs as individuals are the main drivers of entrepreneurship and possess distinct personality characteristics. The study focused on entrepreneurial openness and creativity on the entrepreneurial level relative to business growth. Hypotheses were developed and empirically tested in structural equation models using survey data obtained from SMEs’ entrepreneurs in three countries. This study adds to what is known about entrepreneurship and small business management in terms of normative research on firm growth by empirically examining the relationships between the entrepreneurial openness, creative (...) personality, and creativity of the entrepreneur and growth of the company. Moreover, the study develops refined internationally comparable measures of entrepreneurial openness, entrepreneur creativity, and a creative personality. An entrepreneur’s openness and creative personality may be essential for their creativity. The entrepreneur’s creativity may be a vital element of company growth in some countries. (shrink)

Making adaptive choices between solution strategies is a central element of contemporary mathematics education. However, previous studies signal that students make suboptimal choices between mental and written strategies to solve division problems. In particular, some students of a lower math ability level appear inclined to use mental strategies that lead to lower performance. The current study uses a pretest-training-posttest design to investigate the extent to which these students’ choices for written strategies and performance may be increased. Sixth graders of below-average (...) mathematics level (N = 147) participated in one of two training conditions: an explicit-scaffolding training designed to promote writing down calculations or a practice-only training where strategy use was not explicitly targeted. Written strategy choices and performance increased considerably from pretest to posttest for students in both training conditions, but not in different amounts. Exploratory results suggest that students’ strategy choices may also be affected by their attitudes and beliefs and the sociocultural context regarding strategy use. (shrink)

This article deals with the conception of man as the critical foundation of legal ethics and of law itself, whereby three significant aspects are responsible for the direction and shape of this conception. First of all, a survey of philosophical approaches within the framework of cultural anthropology shows how man himself is the basis of law and jurisprudence. The second aspect explains that it is the understanding of man which unites ethics and law. And finally, the postulated conception of man (...) is essentially constituted through human dignity and thus becomes the fundamental basis, guideline and limit of law. Embodied equally in law and the social awareness it contributes an important part to social peace. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Social Justice and Subsidiarity: Luigi Taparelli and the Origins of Modern Catholic Social Thought by Thomas C. BehrPatrick Auer JonesSocial Justice and Subsidiarity: Luigi Taparelli and the Origins of Modern Catholic Social Thought by Thomas C. Behr (Washington, DC: Catholic University of America Press, 2019), ix + 259 pp.The status of Leo XIII's Rerum Novarum as the origin point of what has come to be called Catholic (...) Social Teaching (CST), or Catholic social doctrine, has been reinforced on the magisterial level by the commemorations of the encyclical by Pius XI, Paul VI, and John Paul II. It should be noted, then, that the tradition of CST is comparatively recent. Indeed, it is nearly coextensive with the twentieth-century. Nevertheless, this short tradition already calls for a ressourcement. As Russell Hittinger has pointed out, reflections on CST often move swiftly to the particulars of social issues without an adequate grasp even of its basic concepts: subsidiarity, solidarity, the common good, and the dignity of the person. Further, historical [End Page 1101] developments have had dramatic impact upon the ways in which these principles have been received and developed in the course of this young tradition.In his book Social Justice and Subsidiarity: Luigi Taparelli and the Origins of Modern Catholic Social Thought, Thomas C. Behr provides a major contribution to just such a ressourcement. He does this by presenting an introduction to the thought of the Jesuit scholar whose revival of Thomistic thought in a modern register formed the basis for Leonine social teaching. As Behr explains, Taparelli has remained a somewhat hidden figure in accounts of the genesis and development of CST. He goes unmentioned in the major social encyclicals of Leo and Pius, despite the fact that Leo himself was Taparelli's student. Because of his rhetorically and philosophically potent critique of Enlightenment thought and its effect on mid-nineteenth-century Europe, available to a popular audience through his frequent contributions to the Jesuit periodical La Civiltà Cattolica, Taparelli's name carried baggage for a Church that sought to move beyond the posture of reaction to liberal political orders.However, as Behr shows in the introduction, Taparelli hardly rejected the methods and insights of modern political thought tout court. Behr describes Taparelli's system as a "realist social science." This terminology speaks to the promise which Taparelli found in the sociological analysis of Montesquieu in particular. Though Taparelli judged that Montesquieu held a questionable preference for a republican political form, he greatly admired Montesquieu's ability to, as Behr puts it, "bring political theory into relationship with social theory and historical contingency" (8). Though Taparelli was not familiar with the work of Alexis De Tocqueville, Behr also notes the resonances between Taparelli's work and Tocqueville's political sociology and defense of "intermediary institutions." Yet Taparelli makes up for what the sociological approaches of Montesquieu and Tocqueville lack in the way of natural, teleological principles of politics. Behr alerts the reader from the very beginning of his work that, in approaching Taparelli, he will not find a simple recapitulation of Thomas, but rather a creative approach to political thought which aims to set what is worthy in the modern empirical methodologies on firmer foundations through the recovery of Thomistic-Aristotelian principles.In chapter 1, "Taparelli and the Age of Ideology," Behr situates Taparelli within the political conflicts of the early nineteenth century. Behr sets the scene for Taparelli's renovated Scholasticism by explaining the opposition between Catholic traditionalism (represented especially by Joseph De Maistre and Donoso Cortés) and Catholic liberalism (represented especially by Henri Dominique Lacordaire and his more radical associate Felicité de Lammenais). While the Catholic liberals aimed to convince both [End Page 1102] the ecclesiastical hierarchy and the anticlerical, postrevolutionary governments of Europe that Christianity upheld liberal and republican ideals, the traditionalists argued that Europe's moral and political derangement was the result of a rejection of the norms of tradition—especially of papal and monarchical authority. Remarkably, Taparelli entered neither of these camps. In the opening chapter, Behr stimulates the contemporary reader's interest by showing how Taparelli responded to a crisis of ideologies—progressive and... (shrink)

Rousseau in Drag is a provocative new interpretation of Rousseau's gender politics. Rosanne Terese Kennedy reads Rousseau's well-known but brief flirtation with cross-dressing as a starting point to dramatically reconsider the standard reading of Rousseau as a misogynist. This study argues that rather than a figure of misogyny, Rousseau challenges normative gender identites, the couple, and traditional kinship relations. Reading Rousseau's classical political and philosophical works alongside his literary texts, Kennedy offers us an alternative vision of both Rousseau's sexual (...) politics and his politics in general. (shrink)

In today's multi-ethnic classroom, multiculturalism plays an increasingly vital role. What it is, how it developed, and what it means for education, especially music education, are the questions that form the essence of this book. Music, Education, and Multiculturalism traces the growth and development of multicultural music education in the United States from its start in the early 1900s to the present, and describes the state of multicultural music education internationally. Beginning with a discussion of the philosophical foundations surrounding multiculturalism, (...) Part I addresses the various definitions of multiculturalism and its associated problems and possibilities in both education at large and music education in particular. It offers a succinct discussion of the various philosophical concepts and rationales for a multicultural approach, and concludes with current thoughts and applications in music education. Part II follows multicultural music education in the U.S. as it paralleled changes in general education brought about by social and historical events. The last chapter in this section outlines multiculturalism in music education around the world. Part III focuses on the implications of multiculturalism for music education, both in teacher training and in classroom instruction. Designed to assist music educators at all levels in understanding and implementing multicultural education, Music, Education, and Multiculturalism provides suggestions for curricular development, offers teaching strategies, and provides practical applications including materials and methodologies. Combining personal narrative and oral history with the support of primary and archival documents, this text is essential reading for all students and teachers of the history and foundations of music education and of multiculturalism in general education. (shrink)

It is argued in this paper that a multimodal analysis of turn-taking, one of the core areas of conversation analytic research, is needed and has to integrate gaze as one of the most central resources for allocating turns, and that new technologies are available that can provide a solid and reliable empirical foundation for this analysis. On the basis of eye-tracking data of spontaneous conversations, it is shown that gaze is the most ubiquitous next-speaker-selection technique. It can function alone or (...) enhance other techniques. I also discuss the interrelationship between the strength for sequential projection and the choice of next-speaker-selection techniques by a current speaker. The appropriate consideration of gaze leads to a revision of the turn-taking model in that it reduces the domain of self-selection and expands that of the current-speaker-selects-next sub-rule. It also has consequences for the analysis of “simultaneous starts”. (shrink)

This paper documents an encounter with some issues that deal with the education of children as mentioned by Hannah Arendt in her essay "The crisis in education." Arendt’s invocation of "the obligation that the existence of children imposes on the whole society" is a key element of an ethical and political commitment to the education of new generations—especially in a world disillusioned by the estrangement of the human, and in which the undeniable criteria that the past – as authority – (...) bequeathed to us as support for action and judgment on the world has faltered. If education should not be entirely responsible for the world, at least it should be able to insert children into a public culture that allows them, in turn, to appropriate it. The issues addressed by Arendt, although full of criticism and redolent with paradoxes, move us to think that only an education founded on a public horizon is able to educate children in a way that allows them the opportunity to act in the world, and to be able to discern civilization from barbarism, the fair from the unfair, truth from lies, and good from evil. On the one hand, her reflections reveal the utopian aspect of her thought, while on the other they make clear the collective responsibility that the arrival of children in a pre-existing world imposes on every human society. (shrink)

The aim of this study was to increase understanding of how individual patient care and the ethical principles prescribed for nursing care are implemented in nursing documentation. The method used was a metasynthesis of the results of 14 qualitative research reports. The results indicate that individualized patient care is not visible in nurses’ documentation of care. It seems that nurses describe their tasks more frequently than patients’ experiences of their care. The results also show that the structure of nursing documentation (...) and the forms or manner of recording presupposed by the organization may prevent individual recording of patient care. In order to obtain visibility for good patient-centred and ethical nursing care, an effort should be made to influence how the content of nursing care is documented and made an essential part of individual patient care. If the content of this documentation does not give an accurate picture of care, patients’ right to receive good nursing care may not be realized. (shrink)

This study, based on the self-determination theory, investigates the link between university students' social peer and teacher integration and intrinsic motivation development. Both integration contexts are expected to contribute to the student's development, either additive or compensatory. The analyses rely on a nationally representative sample of 7,619 German university students and cover the time between the 3rd and 5th semesters in a longitudinal design. Person-centered analytical tools were applied to tap interindividual differences in the motivational trajectories as well as in (...) integration profiles. Latent transition analyses revealed distinct links between the motivational trajectories and the integration profiles, pointing to additive effects of teacher and peer integration. Positive trajectories were more likely in the Highly than in Moderately Integrated profiles. The two profiles pointing to below-average integration levels showed the same probabilities for rather negative trajectories. The results are discussed against the backdrop of self-determination theory and additive vs. compensatory effects of teacher and peer integration, proposing a threshold model. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Charles Faulkner Bryan: His Life and MusicTerese M. VolkCarolyn Livingston, Charles Faulkner Bryan: His Life and Music ( Knoxville, TN: University of Tennessee Press, 2003)There are many biographical studies in music education history.1 Indeed, it seems one of the easiest fields in historical research to mine—that is, until the researcher finds him or herself in the midst of what could be a years-long endeavor. Then the choice is (...) to commit to the research or quit. Carolyn Livingston did not quit. Her research began in 1981, continued through twenty years of investigations, interviews, library searches, and analyses, and has culminated in Charles Faulkner Bryan: His Life and Music. This book is not just the usual sequence of events in the life of a musician. Rather, it is more like becoming acquainted with someone you have never met before, yet feel comfortable with immediately. Charles Faulkner Bryan is genuinely likeable, and Livingston brings the person of Bryan to the fore and lets his humanity shine through his life and his music.Charles Faulkner Bryan: His life and Music is divided into two sections (pre- and post-WWII), each with four chapters. Livingston looks at this musician from several perspectives: the composer, the educator, the researcher, and the man. Appalachian folk music is the theme that connects the chapters, as it connected the events in Bryan's life. [End Page 211]Chapter 1 focuses on Bryan's youth, during which he and his family discovered his musical abilities. From performing at school, to building his own "turtle uke,"2 to his studies at the Nashville Conservatory of Music, Livingston describes the family support behind his developing musicality. Chapter 2 shows the reader his humanity even more clearly. Livingston tells of his early career as a music educator at the Tennessee Polytechnic institute; his marriage; and his mentorship of a young Black singer, J. Robert Bradley. That Bryan, a white Southerner, gave voice lessons to Bradley was not only generally unheard of with segregation as it was in the United States during the 1930s, but was dangerous to his career as well. Bryan moved on to teach at Peabody College in Nashville and then worked for the Works Progress Administration (WPA) Music Program on the Tennessee Music Project. Later he became the assistant state coordinator for the Tennessee State Defense Council. During both of these service positions, he called for music education improvements in Tennessee. Commenting on his work during this period, Livingston says, "Bryan was both of his time and ahead of his time... grounded in reality and yet visionary."3In Chapter 3, Livingston gives the reader a review of the "status of folk music scholarship and performance" as it existed in the 1930s.4 She takes pains to introduce the folk music researchers and musicians who influenced Bryan in his work with Appalachian folk music: Lucien L. McDowell and Flora Lassiter McDowell, George Pullen Jackson, Charles Seeger, and John Jacob Niles. These connections and friendships were to influence his awareness of Appalachian folk music and would continue for the rest of his life. By 1945 he had come to be considered an authority on folk music in his own right and his vision of this music came to encompass "the ultimate meaning in representing America itself."5Chapter 4 traces Bryan's development as a composer. It is in this chapter that Livingston begins to incorporate analyses of Bryan's most popular compositions. Her reviews of these compositions are clear and detailed without being overly theoretical. Some of the selections she analyzes include "Charlottown," "The Ballad of the Harp Weaver," and the White Spiritual Symphony. The Symphony in particular shows his respect for the folk songs he incorporated in this composition. Indeed, as Livingston points out several times, he maintained the integrity of these songs in all his compositions and performances. Chapter 4 concludes with Bryan's academic achievements: a Guggenheim Fellowship for music composition and his acceptance at Yale University to study composition under Hindemith.Livingston continues the discussion and analyses of Bryan's compositions in Chapter 5, detailing his time at Yale. His completed choral works from this period include the "Bell... (shrink)

Business Ethics, the Environment & Responsibility, EarlyView.

The authors here promote the reintroduction of temporality into the description and analysis of spoken interaction. They argue that spoken words are, in fact, temporal objects and that unless linguists consider how they are delivered within the context of time, they will not capture the full meaning of situated language use. Their approach is rigorously empirical, with analyses of English, German, and Italian rhythm, all grounded in sequences of actual talk-in-interaction.

Utopien beschreiben andere Verhältnisse, um reale Gesellschaften zu kritisieren oder Alternativen zu ihnen zu entwerfen. Sie können ernst sein oder spielerisch. Alle Formen und Realitätsbezüge des Utopischen haben ihren Ort. Aber wir möchten für eine bestimmte Spielart plädieren: Angewandten Utopismus.

This volume suggests a novel treatment of context in the analysis of everyday interaction. On a theoretical level, it advocates a switch of focus from 'context' as a preestablished, monolithic category which constringes co-participants' verbal and nonverbal behaviour, to an active notion of 'contextualization': in order to make oneself understood, participants have to establish and maintain those shared contextual frames which in turn are relevant to the local interpretation of their verbal and nonverbal activities. On an empirical level, the volume (...) contains exemplary analyses that show how participants employ 'contextualization cues' of prosodic (rhythm, intonation, tempo, etc.) or nonverbal (gaze, gesture, etc.) nature in order to 'achieve context'.The volume is also an appraisal of the theory of contextualization developed by John Gumperz. In their contributions, researchers from various schools of research, such as conversation analysis, micro-ethnography, phonetics/phonology and metapragmatics, relate their work to this theory. (shrink)

Using a new dataset of environmental, social, and corporate governance company ratings for the European market, this article examines whether socially responsible stock selection adds or destroys value in terms of portfolio performance. From 2004 to 2012, we find the following: Negative screens excluding unrated stocks from a representative European stock universe allow investors to significantly outperform a passive investment in a diversified European stock benchmark portfolio. Additional negative screens based on environmental and social scores neither add nor destroy portfolio (...) value, when cut-off rates are not too high. In contrast, governance screens can significantly increase portfolio performance under similar conditions. Thus, investors in the European stock market can do well while doing good. Because of a loss of diversification, positive screens can cause portfolios to underperform the benchmark. This implies that investors should concentrate on eliminating the worst firms. Our results are robust along several dimensions, namely, choice of performance measure, time, test parametrisation, portfolio weighting scheme, approximation of the risk-free rate, and consideration of transaction costs. (shrink)

The self-limiting revolutions of 1989 in Central Europe offer an alternative paradigm of revolutionary change that is reminiscent more of the American struggle for independence in 1776 than the Jacobin tendencies that grew out of the French Revolution of 1789. In order to understand the contradictory impulses of the revolutions of 1989—the desire for a radical renewal and the concern for preservation—this article takes as its point of departure the political thought of Hannah Arendt and Edmund Burke.

Este artigo, sob a forma de análise documental crítica, objetiva analisar as DCNEM no intuito de discutir como o conceito de cidadania vem sendo delineado nesses documentos normativos e os reflexos dessas diferentes concepções na formação da juventude no ensino médio, à luz das contribuições teóricas de Platão e Adorno. Os resultados indicam concepção oscilante de cidadania, ora aproximada de ideais mercadológicos, ora da formação cidadã para humanidade e para o trabalho, no sentido ontológico. Conclui-se que a formação para o (...) exercício da cidadania inspira a reflexão sobre o papel da educação escolar, onde a cidadania seja de fato um direito de todos, tendo como horizonte o bem comum. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rita Gross as Colleague and CollaboratorNancy Auer FalkWhen this panel in honor of Rita was first listed in the AAR Annual Meeting program, I found myself listed as Rita's "colleague." This was accurate only in the broadest sense of the term "colleague." I have never worked on the same faculty as Rita or watched her teaching her students. A more appropriate description of my relationship to her would (...) be "collaborator," and perhaps, for a time, mentor—although Rita never needed mentoring for very long. I coedited with Rita three editions of the volume Unspoken Worlds and was in frequent communication with her during the several years in which she chaired the AAR's Women's Studies Section.I knew Rita best during a very early stage of both our lives' work when I was the one doing Buddhist studies and she was still a convert to Judaism, busily castigating every male scholar who had written about Australian Aborigines for their failure to recognize the secret and sacred religious practices of women. Many years later, by the way, I had the privilege of visiting the Pitjantjatjara cultural center at the Australian site called Uluru/Ayers Rock and discovered that Rita had been right on target with that criticism. The center's exhibits are full of references to women's important roles and practice, while the path to the women's sacred cave at the rock's base is clearly marked and barred to casual visitors.Although I am well aware of Rita's contributions to women's studies in general, to Buddhist studies, and to the American Buddhist community, I shall leave those for others to discuss. I want to point to three aspects of her contributions that might otherwise be missed, because hardly anyone other than myself is aware of them. These are her initial critique, while still a graduate student, of our mutual field of study, History of Religions; her work with me in conceiving and editing Unspoken Worlds; and her work as AAR Women's Studies chair.To me, it has been especially fitting that I was asked to discuss my collaboration with Rita at a panel convening in Atlanta. This is because it was at an AAR annual meeting in Atlanta that my link to Rita began—as did the constellation of circumstances that would make her a major force in women's studies. It was in 1971 at the Hyatt Regency Hotel. That year the annual meeting program held an announcement of a meeting for women scholars, scheduled within a room so tiny that many who [End Page 63] came could not get all the way in. I was one of those left standing in the doorway, craning my neck and trying hard to hear what was going on. That meeting planned a coup that challenged the AAR's previously all-male leadership. One of its decisions was to pack the annual business meeting with women. At that time AAR officers were elected at that meeting. A slate of nominees was presented, with the provision that additional nominations could be made from the floor. Normally very few members attended that business meeting. But this time the AAR women showed up in force, and then nominated and elected Christine Downing, the first AAR woman to become a line officer and therefore, in succession, an annual meeting program chair and AAR president. Rosemary Reuther of this panel was one of that coup's ringleaders. A second component of the original meeting, more relevant for Rita and myself, was establishment of a working group on women and religion, to begin its deliberations at the following year's annual meeting.As I left that original meeting in its tiny room and walked into the Hyatt's immense central atrium, I heard a voice behind me: "Hello, Nancy." I turned and found myself looking at a young woman whom I could have sworn I had never seen before. She introduced herself—Rita Gross, a first-year student at Chicago when I had been a last-year student, preoccupied with exams, job interviews, and dissertation and oblivious to everything else—including the group of entering students. We sat down... (shrink)