In recent years, governments, businesses and other organisations have increasingly been forced to attempt to survive by reorganising themselves fundamentally. Although this happens at present on a large scale, it is not unprecedented. In fact, most organisations have had to change their working practises at some time for some reason—for example, when the competition catches up or when technology threatens to make production obsolete. The usual strategy is to fire part of the staff and to redistribute tasks. This tends to (...) put a heavy burden on staff. They have to search for other jobs or attempt re-skilling. Those remaining may face substantial changes in their relations to their managers, who will require changes … ‘or else’. The study reported in the paper focuses on people’s reactions to this approach. Some employees accept and leave. Others become aware of an opportunity to damage their company. Others again see a way to resist and change the way the managers behave and thereby turn around the company and maintain or increase the number of jobs. The study focuses on two questions. The first is how one should model or describe the behaviour of people in the third category, i.e. those wishing to contribute. It does not seem useful to follow one’s first hunch, i.e. to search for quantifiable patterns. People’s behaviour will always be contextualised as a reaction to what managers do. This suggests the use of qualitative methods. The second question is whether the concept of presence may clarify the behaviour and identify ways for employees to contribute positively to changes in their organisations. An obstacle to answering the second question is that qualitative methods focus on people’s experiences in some context, and on the emergence of their behaviour, but do not necessarily lead to suggestions on how to behave with what effect. It is attempted to answer the second question and thereby the first question with the aim of identifying what people may do who are not immediately fired or made redundant when fundamental organisational changes are introduced. Data have been collected from four companies that decided to initiate such changes in 2003–2004. (shrink)

Education and leadership as an interdisciplinary and collaborative enterprise can further be enhanced by the use of integrated learning methods and the infusion of information technology. A teacher as a leader must work as a catalyst to facilitate the learning process. The creation of democratic environment has become increasingly easier with the use of information technology and the World Wide Web and the Internet. Yet the right attitudes in leadership and the adaptive challenges are as equally important as the infusion (...) of technology into classroom learning and teaching for greater democratic transformation in the knowledge society. A teacher then becomes a noble master and technology is a revolutionary servant in a more democratic learning environment for greater societal benefits. (shrink)

This article considers current advances in tattooing that are challenging community-held views of authorship and ownership, and the need to address this tension. The key challenge is from AI-generated artworks being used as tattoo designs, but the authorial role of the tattooist is also challenged by body art projects such as tattoo collection. Legal clarity for tattooing is lacking, and in addressing this, this article advocates for an open, community-based form of shared copyright ownership and authorship for projects as tattoo (...) collecting, drawing on Dusollier’s and Mendis’ work. This article contributes to both copyright and cultural heritage legal scholarship, and to tattooing scholarship and the tattooing community. AI-generated art being tattooed on people has not been explored in the literature to date, and this article fills this gap. Furthermore, this article contributes a pilot study of the tattoo community’s views on AI-generated tattoos, which is currently lacking from the scholarly debate on AI-generated art. This article argues that the debate within the tattoo community about AI-generated art being used in tattoos needs to be addressed within the community through agreed extra-legal norms, which may well depart from how copyright law decides to approach AI-generated art globally. This article also asserts that AI should _not_ be regarded as the “author” of tattoo works in the traditional copyright sense, as only a human tattooist can draw from a number of cultural, textual, audiovisual and visual, cultural folklore, history and mythical references in creating their tattoo designs, as well as drawing on the client’s personal stories. This article explores the following: (i) an understanding of tattooing as an artform; (ii) tattoos in UK copyright law; (iii) an exploration of the authorial role of the tattooist within tattooing; (iv) the authorial role of the tattooist within tattoo collecting; (v) AI-generated tattoos—perspectives from the tattoo community, through a pilot study of YouTube videos and viewer comments about this; and (vi) a consideration of whether copyright legal reform is the solution for the tattooing community. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Word and Silence in Buddhist and Christian TraditionsDonald MitchellThe following official statement was written by Buddhist and Christian participants at the end of a very successful encounter at the Asirvanam Benedictine Monastery near Bangalore, India, from July 8 to13, 1998. The conference was organized by the Vatican’s Pontifical Council for Interreligious Dialogue (PCID) and was attended by its president, Cardinal Francis Arinze, along with the PCID secretary, Archbishop Michael (...) Fitzgerald, and Fr. Machado, the PCID official for Asia. The conference proceedings will be published in the PCID journal, Pro Dialogo.Buddhist participants included Ven. Dr. Yifa from Fokuangshan in Taiwan, Ven. Bhaddarita Panna Dipa from the World Buddhist Meditation Center in Myanmar, Ven. Geshe D. Namgyal from the Drepung Loseling Monastery representing His Holiness the Dalai Lama, Dr. Asanga Tilakratne of the Institute of Pali and Buddhist Studies in Sri Lanka, Dr. Michio Shinozaki, dean of the Rissho Kosei-Kai Seminary in Japan, and Prof. Yasuaki Nara of Komazawa University in Japan.Christian participants included Fr. Franco Sottocomola of the Seimeizen Center for Interreligious Dialogue in Japan, Fr. Valence Mendis of the National Seminary in Sri Lanka, Fr. Augustine Okumuru, OCD, of Japan, Prof. Donald W. Mitchell of Purdue University, Sr. Iona Misquitta, OSB, and Sr. Teresita D’Silva, OSB, both of the Shanti Nilayam Abbey in Bangalore, and Prof. Michael Fuss of the Gregorian University in Rome.Concluding Statement1. The Pontifical Council for Interreligious Dialogue organized its second international colloquium at the Asirvanam Benedictine Monastery in Bangalore, India, from July 8 to 13, 1998. A small number of Buddhists and Christians from India, Tibet/India, Korea, Japan, Taiwan, Sri Lanka, Myanmar, Italy, Germany, Switzerland, and the United States were invited for a dialogue on the theme of “Word and Silence in Buddhist and Christian Traditions.” This event encounter was in response to a desire expressed at the Pontifical Council’s First Colloquium that was held from July 31 to August 4, 1995, at the Fo Kuang Shan Buddhist Monastery in Kaohsiung, Taiwan. At the end of that first dialogue, the participants expressed the desire to [End Page 187] meet again in a Christian monastery in order to contribute to the deepening of the modern encounter between Buddhism and Christianity.2. The agenda of the meeting included four major topics: Buddhist Enlightenment and Christian Revelation, Sacred Texts in the Buddhist and Christian Traditions, Meditation and Contemplation in Buddhism and Christianity, and Anatta/ Sunyata and Kenosis. The papers were presented on these four topics in a way that fostered the dialogue process itself. In this process, all participants shared and explored their views of the place of word and silence in their respective traditions leading to a greater sense of mutual understanding and appreciation. This meeting proceeded by each side expressing what its own traditions believe, teach, and celebrate. The following points indicate some of the areas that were explored in the dialogue.3. The authority of the early sacred Buddhist texts was decided during the six great Buddhist Councils called for at different periods of time by the Buddha’s disciples after passing into Parinirvana. Theravada Buddhism accepts only the teachings of the Buddha that were declared authoritative during these councils. This early canon includes the discourses of the Buddha (Sutta), the rules for the monastic order (Vinaya), and the higher philosophical teachings (Abhidhamma). While Mahayana Buddhism accepts this early canon, it also accepts and emphasizes other sacred texts, called Sutras, which they believe were also taught by the Buddha. Within Mahayana there arose another tradition called Vajrayana that accepts the canons of both Theravada and Mahayana and adds a new literature called the Tantras, which present Buddhist esoteric teachings. Common to these traditions are the precepts for living the teachings of the Buddha and the authoritative commentaries of the particular traditions. These sacred texts describe the path that leads to the liberation from suffering and the nature and qualities of that supreme condition.In the Catholic tradition of Christianity, it is the teaching authority of the Church that has faithfully received the revealed and inspired texts and has determined their canonicity. The canon of Sacred Scripture consists of two sections: the Old Testament, written in... (shrink)