Although agreement on the positive sign of the relationship between corporate social and financial performance is observed in the literature, the mechanisms that constitute this relationship are not yet well-known. We address this issue by extending management’s stakeholder theory by adding insights from psychology’s prospect decision theory and sociology’s resource dependence theory. Empirically, we analyze an extensive panel dataset, including information on disaggregated measures of social performance for the S&P 500 in the 1997–2002 period. In so doing, we enrich the (...) extant literature by focusing on stakeholder heterogeneity, perceptional framing, and disaggregated measures of corporate social performance. (shrink)

This paper recounts the pedagogical benefits of the Hobbes Game to introduce students to Hobbes' social contract theory. The author introduces a modified version of John Immerwahr's Hobbes Game and organizes the activities according David Kolb's typology of learning styles. The game provides students with a concrete experience of thought experiments from the text and encourages reflective observation of the theory itself. Since the game mimics the experience of the Hobbesian state of nature students are able to see Hobbes' arguments (...) from different points of view along with abstract conceptualization in an active experimentation. (shrink)

RésuméMartin Gerwin répond ici aux critiques adressées par Andrew Ward à son article de 1987 « Causality and Agency: A Refutation of Hume». Contre la position de Hume sur l'origine de notre idée de connexion causale, Gerwin défend une théorie actantielle; il est de ceux pour qui le processus d'acquisition des concepts causaux dépend de manière cruciale de notre expérience d'être agent et non seulement spectateur. Il soutient que le processus implique un usage de l'imagination créatrice pour l'invention (...) des concepts et des hypothèses, qui aurait été exclu par les principes de Hume, mais qui s'accorde bien avec les résultats de la psychologie expérimentale. (shrink)

Ward concludes that either the natural-agency account is not a genuine alternative to Hume, because it tacitly accepts or presupposes what Hume said, or, if it is an alternative, it is not a viable one, because at the very point where it departs from Hume’s account, it asserts something “mysterious.” The gist of my reply will be to assert, first, that the position I wish to defend flatly contradicts some of Hume’s key claims, so there can be no question of (...) my having tacitly accepted them; and second, that, where Ward finds the position unacceptable, it is apparently because he has so thoroughly absorbed certain basic Humean assumptions that his arguments beg the question against any alternative to Hume. (shrink)

In Book I of the Treatise of Human Nature, Hume examines the idea of necessary connection, which, he observes, forms an indispensable part of our idea of cause and effect. He concludes:The idea of necessity arises from some impression. There is no impression convey'd by our senses, which can give rise to that idea. It must, therefore, by deriv'd from some internal impression, or impression of reflexion. There is no internal impression which has any relation to the present business, but (...) that propensity, which custom produces, to pass from an object to the idea of its usual attendant. This therefore is the essence of necessity. Upon the whole, necessity is something, that exists in the mind, not in objects; nor is it possible for us ever to form the most distant idea of it, consider'd as a quality in bodies. Either we have no idea of necessity, or necessity is nothing but that determination of the thought to pass from causes to effects and from effects to causes, according to their experienced union. (shrink)

This book documents the "brave new world" of teacher, administrator, school, and student accountability that has swept across the United States in recent years. Its particular vantage point is the perspective of dozens of new teachers trying to make their way through their first months and years working in schools in the New York City metropolitan area. The issues they grapple with are not, however, unique to this context, but common problems found today in urban, suburban, and rural schools across (...) the United States. The stories in this book offer a compelling portrait of these teachers' encounters with the new culture of accountability and the strategies they develop for coping, even succeeding, within such demanding settings. _Learning to Teach in an Age of Accountability:_ *introduces research on teaching and engages the "big ideas" concerning teacher research, highlighting what we know and where that leads us; *offers a rich set of teacher narratives that are organized to widen the angle of vision from biography, to classrooms, schools, and society; and *includes questions and activities to encourage discussion and further research about the ideas raised; and *addresses the possibilities for best practice and curricular decision making in light of the issues and ideas presented in the book. This volume--unique in its portrayal of new teachers' encounters with issues of accountability--makes a singular contribution to the educational literature on new teachers. It is relevant to everyone interested in the contemporary world of teaching, and is particularly appropriate as a text for preservice and in-service students. All readers who believe that the key to a good school lies in attracting and keeping good teachers will find the issues presented here both personally engaging and deeply troubling. (shrink)

Can a country with a free press and a robust political debate provide its citizens with actionable information so that they can protect themselves from a threat to their health or safety? By actionable information, I mean accurate facts and reasonable interpretations of those facts upon which an individual should rely in making reason-based decisions. In the context of public health, this includes information that allows an individual to weigh the risk to one’s self, family, and community before deciding to (...) act in an uncertain environment under threatening conditions. The recent H1N1 pandemic, and in particular the government’s campaign for public acceptance of the vaccine, highlights the challenges in ensuring that individuals receive accurate information and perceive that such information should be the basis on which to make potential life-saving decisions. (shrink)

Carlos Prado has been much influenced by the thought of Richard Rorty, whose ideas have found application in Prado's earlier philosophical writings on the nature of fiction and on aging. In this book, Rorty's ideas are themselves the object of study. Prado is not attempting a complete examination of Rorty's work, and as a result, Rorty's relations to certain other philosophers he admires—earlier American pragmatists and contemporary uropean thinkers—are not explored to any great extent. The focus, instead, is on the (...) theory of truth, on the issue of objectivity in science, and on Rorty's relation to Donald Davidson and other philosophers of the analytic tradition. (shrink)

This paper recounts the pedagogical benefits of the Hobbes Game to introduce students to Hobbes' social contract theory. The author introduces a modified version of John Immerwahr's Hobbes Game and organizes the activities according David Kolb's typology of learning styles. The game provides students with a concrete experience of thought experiments from the text and encourages reflective observation of the theory itself. Since the game mimics the experience of the Hobbesian state of nature students are able to see Hobbes' arguments (...) from different points of view along with abstract conceptualization in an active experimentation. (shrink)

Presenting U.S. history as contested interpretations of compelling problems, this text offers a clear set of principles and strategies, together with case studies and "Mystery Packets" of documentary materials from key periods in American history, that teachers can use with their students to promote and sustain problem-finding and problem-solving in history and social studies classrooms. Structured to encourage new attitudes toward history as hands-on inquiry, conflicting interpretation, and myriad uncertainties, the whole point is to create a user-friendly way of teaching (...) history "as it really is" - with all its problems, issues, unknowns, and value clashes. Students and teachers are invited to think anew as active participants in learning history rather than as passive sponges soaking up pre-arranged and often misrepresented people and events. New in the Second Edition: New chapters on Moundbuilders, and the Origins of Slavery; expanded Gulf of Tonkin chapter now covering the Vietnam and Iraq wars; teaching tips in this edition draw on years of teacher experience in using mysteries in their classrooms since the publication of the first edition. (shrink)

Presenting U.S. history as contested interpretations of compelling problems, this text offers a clear set of principles and strategies, together with case ...

We develop a theory of compliance with corporate governance codes by combining insights from agency, network and reputation theories. Subsequently, we test this theory using a unique dataset with fine-grained compliance information for the book year 2004 as to 130 Dutch stock-listed corporations. We find partial support for our theory.

Michel Chion _The Voice in Cinema_ trans. Claudia Gorbman New York: Columbia University Press, 1999 ISBN 0-231-10822-2 (alk.paper) ISBN 0-231-10823-0 (pbk) 183 pp.

Although agreement on the positive sign of the relationship between corporate social and financial performance is observed in the literature, the mechanisms that constitute this relationship are not yet well-known. We address this issue by extending management’s stakeholder theory by adding insights from psychology’s prospect decision theory and sociology’s resource dependence theory. Empirically, we analyze an extensive panel dataset, including information on disaggregated measures of social performance for the S&P 500 in the 1997–2002 period. In so doing, we enrich the (...) extant literature by focusing on stakeholder heterogeneity, perceptional framing, and disaggregated measures of corporate social performance. (shrink)

Recent computational models of perception conceptualize auditory oddball responses as signatures of a learning process, in line with the influential view of the mismatch negativity as a prediction error signal. Novel MMN experimental paradigms have put an emphasis on neurophysiological effects of manipulating regularity and predictability in sound sequences. This raises the question of the contextual adaptation of the learning process itself, which on the computational side speaks to the mechanisms of gain-modulated prediction error. In this study using electrocorticographic signals, (...) we manipulated the predictability of oddball sound sequences with two objectives: Uncovering the computational process underlying trial-by-trial variations of the cortical responses. The fluctuations between trials, generally ignored by approaches based on averaged evoked responses, should reflect the learning involved. We used a general linear model and Bayesian Model Reduction to assess the respective contributions of experimental manipulations and learning mechanisms under probabilistic assumptions. To validate and expand on previous findings regarding the effect of changes in predictability using simultaneous EEG-MEG recordings. Our trial-by-trial analysis revealed only a few stimulus-responsive sensors but the measured effects appear to be consistent over subjects in both time and space. In time, they occur at the typical latency of the MMN. In space, we found a dissociation between time-independent effects in more anterior temporal locations and time-dependent effects in more posterior locations. However, we could not observe any clear and reliable effect of our manipulation of predictability modulation onto the above learning process. Overall, these findings clearly demonstrate the potential of trial-to-trial modeling to unravel perceptual learning processes and their neurophysiological counterparts. (shrink)