Arabic literature; history and criticism.

Contractualist work in business ethics as well as in economic organization theory views opportunistic behaviors as problematic since they create economic harm and are often considered to violate ethical norms. Yet, much of the empirical literature on opportunism has adopted a rather simplistic definition of opportunistic behaviors as behaviors that violate formal and/or relational contracts and assumed that instances of opportunism can be unequivocally defined by simply referring to the content of contracts. The consequence of this assumption has been a (...) disregard for factors other than the content of contracts that may influence whether exchange partners judge an unexpected behavior they face during exchange relationships as opportunistic or not. The present investigation explores the factors that shape exchange partners’ subjective opportunism judgments through two vignette-based laboratory experiments. Results from the first experiment, where subjects were asked to take the perspective of a harmed party, show that opportunism judgments are influenced by the type of the behavior, type of the causal account provided for the behavior, perceived type of the exchange, and personality traits of the actor making the judgment. The second experiment, in which subjects were asked to take the perspective of the transgressor, demonstrates the influence of perspective. In particular, victims are more likely to assess a given unexpected behavior as opportunistic than transgressors, and their judgments do not relate to the underlying factors in the same way as the victims’ judgments. I discuss implications in terms of the governance of interfirm exchange relationships. (shrink)

Anonymous verse work on Indic philosophy and self-realization; with interpretive notes.

Excellent compilation of incidents of irrationality in India with special reference to Tamil Nadu.

Articles on 20th century modern philosophy, postmodernism and imperialism.

The dramatic events of the crisis have reignited debates on the independence of central banks and the scope of their mandates. In this article, I contribute to the normative understanding of these developments by discussing John Rawls’s position in debates of the 1950s and 1960s on the independence of the US Federal Reserve. Rawls’s account of the central bank in his property-owning democracy, Democratic Central Banking, assigns authority over monetary policy directly to the government and prioritizes low unemployment over (...) price stability. I contrast DCB with Central Bank Independence, which requires that the central bank is independent of the government and pursues low inflation. I evaluate DCB by asking whether justice as fairness requires democratic control of the central bank and argue that it does not. Instead, so I argue, the choice between DCB and CBI should be justified in terms of the difference principle. By reflecting on central banking in a property-owning democracy, I cast new light on the Rawlsian realistic utopia of a just capitalist society, while also investigating democratic objections to today’s independent central banks. (shrink)

The aim of these lines seems to be to demonstrate that everyone has his price. Even Jupiter can be bribed. According to the text as printed above, the sequence would then continue: ‘What can a wise man do when even foolish ones willingly contract to keep quiet?’.

The aim of these lines seems to be to demonstrate that everyone has his price. Even Jupiter can be bribed. According to the text as printed above, the sequence would then continue: ‘What can a wise man do when even foolish ones willingly contract to keep quiet?’.

In the study of education, as in many more travelled regions of Classical scholarship, democratic Athens is something of a special case. The cautions formulation is appropriate: in the case of education, surprisingly few studies have sought to establish quite how special Athens was, and those which have, have often raised more questions than they answered. The subject itself is partly to blame. The history of education invites comparison with the present day, while those planning the future of education rarely (...) fail to invoke the past. The place of Classical Athens in European culture has ensured a place for Athenian education in almost every debate from the relation between education and democracy to the value of educationversustraining, and as the original champion of causes as varied as mass education, co-education, and the national curriculum. Desirable as it is to be in demand, such treatment is not calculated to produce the most circumspect account of the subject. The study of education is further hampered by the fact that our knowledge of Athenian culture is so vibrant and diverse in some ways and so partial in others. Plato and Aristophanes present a vivid fictional picture of education in the late fifth century. If we add a few passages from Xenophon and Aristotle, a large number of vases depicting men, women, and children reading, playing the lyre, and doing athletics, and one or two archaeological finds of an educational appearance, it is tempting to take the result as a clear portrait of a society at school. (shrink)

nil nisi lasciui per me discuntur amores:femina praecipiam quo sit amanda modo.femina nec flammas nec saeuos discutit arcus;parcius haec uideo tela nocere uiris.It was pointed out in 1992 by E.J. Kenney that femina in line 28 ‘sabotages the poet's … disclaimer’ that it is not women generally but ‘only those not ruled out of bounds by stola and uittae’ who are to benefit from his instruction. He suggests instead that, since what is wanted is a variation on the previous line, (...) one should read nec proba, or, as a better possibility, non proba. Kenney's objection to femina is accepted by Roland Mayer, in a note published the following year. After observing, however, that, ‘when a word has intruded itself from a nearby line and expelled the authentic reading, the ductus litterarum is no guide to emendation’, and that bold measures are therefore admissible, Mayer proposes Thais, comparing Rem. am. 385–6 Thais in arte mea est: lasciuia libera nostra est; | nil mihi cum uitta; Thais in arte mea est. Later, W.S. Watt suggested talis, viz. lasciua, noting talis at 142 and talem at 157. None of these suggestions is entirely compelling, however, and Gibson is therefore right just to obelize femina in his edition; but he also points out in the commentary ad loc. the ‘greater oddity’ relating to amanda, asking ‘Should Ovid not be declaring his intention to teach women how to love, rather than declaring that he will teach how they should be loved?’ and even going so far as to suggest that the whole pentameter is fundamentally corrupt and should be obelized. (shrink)

Ghazzālī, 1058-1111; views on behaviorism ; religious aspects; Islam.