The global digital divide represents one of the most significant examples of international inequality. In North America and Western Europe, nearly 70% of citizens use the Internet on a regular basis, whereas in Africa less than 4% do so. Such inequality impacts business and trade, online education and libraries, telemedicine and health resources, and political information and e-government. In response, a group of educators and community leaders in South Africa and the United States have used various information technologies to (...) create a ―global classroom‖ that connects people in the two countries. University students, high school students, and other citizens communicate via Internet exchanges, video conferencing, and digital photo essays. The project has produced a number of tangible benefits and it has developed a model for reducing inequality in global education, at least for those institutions with the technological resources to participate. We also present several recommendations for how to expand the initiative and thereby increase the number of people who can benefit from it. (shrink)

With agriculture the primary driver of biodiversity loss, farmers are increasingly expected to produce environmental outcomes and protect biodiversity. However, lack of attention to the way farmers perceive native vegetation has resulted in conservation targets not being met. The Yorke Peninsula (YP), South Australia, is an agricultural landscape where 50% farmers perceived that long-term planning was for ≤ 30 years, not enough time to promote ecosystem conservation; (5) a lack of natural resource management information for farmers—as a result, farmers (...) relied on their own experience to manage vegetation. Furthermore, most farmers depended on agronomists, who generally had no stake in biodiversity conservation. We recommend that (1) the Local Council restore social capital by liaising with farmers to promote roadside vegetation (2) long-term farmer-led conservation action be established and supported by Government and industry acting as facilitators rather than project managers; (3) a change in policy and training promote the involvement of agronomists in conservation and its management on private properties; (4) all levels of Government develop schemes to demonstrate the tangible benefits of native vegetation as habitat for wildlife; (5) on-farm conservation be celebrated as successful farming. (shrink)

Though the Fulton Fish Market no longer resides below the Brooklyn Bridge, the history and energy of this cherished New York City landmark are beautifully preserved in this book.

Given a weakly o-minimal theory T, the T-height of an element of a model of T is defined as a means of classifying the order of magnitude of the element. If T satisfies some easily met technical conditions, then this classification is coarse enough for a Wilkie-type inequality: given a set of elements of a model of T, each of which has a different T-height, the cardinality of this set is at most 1 plus the minimum cardinality of a set (...) that generates the structure. (shrink)

Let P be the ω-orbit of a point under a unary function definable in an o-minimal expansion ℜ of a densely ordered group. If P is monotonically cofinal in the group, and the compositional iterates of the function are cofinal at +\infty in the unary functions definable in ℜ, then the expansion (ℜ, P) has a number of good properties, in particular, every unary set definable in any elementarily equivalent structure is a disjoint union of open intervals and finitely many (...) discrete sets. (shrink)

Querying the Medieval. Texts and the History of Practices in South Asia. Ronald Inden, Jonathan Walters, Daud Ali. Oxford University Press, New York 2000. 235 pp. £32.50. ISBN 0-19-512430-8.

This paper explores moral sensitivity in a learning perspective, and a framework is developed for the understanding of how moral sensitivity can be developed through reiterative problem solving in the face of diverse ethical problems. Factors that may inhibit the individual's ability to conceive of moral issues are discussed, and perspectives from moral psychology are integrated with theory on problem formulation. It is argued that (1) the individual's moral sensitivity is pivotal for ethical problem solving, because problem formulation is paramount (...) for further reflection and behaviour; (2) ethical behaviour must be understood both (a) in terms of the individual's psychological make‐up that determines psychological response to moral features and (b) in terms of external constraints on the individual's moral sensitivity; and (3) the development of moral sensitivity can be promoted by actively and consciously pursuing disciplined imagination in multi‐perspective formulations of problems. (shrink)

Responsible investment is increasingly prevalent, and both financial and moral concerns can drive such investment. In this article, we investigate how responsible investors of different wealth weigh financial and moral arguments. Prior research on different factors that may codetermine responsible investment behavior yield competing predictions about the influence of personal wealth on investment. We conduct a large-scale natural field experiment on responsible investment, wherein we treat investors with financial, moral, and no arguments. We find that there is a statistically and (...) economically significant difference in responsiveness to financial and moral arguments between investors of different wealth. Specifically, financial arguments are more effective than are moral arguments for high wealth investors but not for low wealth investors, and the effect is particularly high for the wealthiest investors. The findings hold for several different measures of wealth. Our findings contribute to the understanding of the moderating effect of wealth on responsible investment choice. Furthermore, these insights may enable more fine-tuned strategies to stimulate responsible investment among different individual investor segments. (shrink)

This article explores the relationship between organizationalproblem formulation and social responsibility. Thepurpose of the article is to illuminate how organizationalproblem formulations determine the manner in whichthe organization attempts to solve the problem and involve the ascription of significance to a group of stakeholdersseen as relevant for the organization. This has implicationsfor the degree to which they assume responsibilityfor those stakeholders. We discuss three dimensions ofresponsible decision making – rationality in goal attainment,reverence for ethical norms, and respect for stakeholders.Thereby, we arrive (...) at an understanding of how differentorganizations in the same sector conceive of, andattempt to solve fundamental problems in the sector, aswell as how their assumed responsibility is reflected therein.We present and discuss a case that discusses keysimilarities and differences between two organizations inthe drug sector – a pharmaceutical company that producesmedicine for the treatment of drug addiction and a foundationworking with drug rehabilitation. We illuminatehow the two organizations base their activities on divergentformulations of the drug problem and how this ismanifested in their approach to the problem. We argue that this ultimately translates into differences in the inclusion of various stakeholdersin their problem space, and thereby the degree to which they assumeresponsibility for key stakeholders. This contributes to the corporate socialresponsibility literature by providing an in depth account of how problem formulationsshape organizational activities and determine the practical inclusionof stakeholders’ interests in the decisions and activities of organizations. (shrink)

Text to Tradition: The Naiṣadhīyacarita and Literary Community in South Asia. By Deven M. Patel. South Asia across the Disciplines. New York: Columbia University Press, 2014. Pp. xiv + 277. $50, £34.50.

Some farmers in the Central Finger Lakes Region of New York balance their production between principles of peasant farming and capitalist farming. They struggle to extend their sphere of autonomy and subsistence production, while extended commodity production is often a response to external forces of the state and capital. This struggle, together with a quantitative increase of small farms, can be described as an instance of repeasantization. Based on inductive, empirical qualitative social research, this case study describes the economy and (...) social organization of six farms in the area under investigation and explores the applicability of the rich theory of peasant farming to agriculture in this community. Besides selling commodities to pay for many farming inputs and consumer goods, the farms produce for their subsistence and that of their community. They exchange products and services with other farms, they build networks of mutual provisioning, support, and mentorship, and try to take good care of the land. This paper shows that subsistence production and peasant culture are not restricted to the past or the Global South, but also exist as pockets of peasantness on six New York farms. The perspective applied in this paper suggests that principles of peasant farming may shape farming on other US farms, too, if we accept that these principles intersect with constrains of the larger capitalist market society in which they are embedded. (shrink)

Harry Chalmers argues that monogamy involves restricting one’s partner’s access to goods in a morally troubling way that is analogous to an agreement between partners to have no additional friends. Chalmers finds the traditional defenses of monogamy wanting, since they would also justify a friendship-restricting agreement. I show why three traditional defenses of monogamy hold up quite well and why they don’t, for the most part, also justify friendship-restricting agreements. In many cases, monogamy can be justified on grounds of practicality, (...) specialness, or jealousy. (shrink)

Philosophy should and can contribute to bioethics Content Type Journal Article DOI 10.1007/s11016-010-9476-2 Authors Vicki Langendyk, School of Medicine, University of Western Sydney, Locked Bag 1797, Penrith South DC, NSW 1797, Australia Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

This review highlights how the author expresses his ideas about Confucian Sentimental Representation as an Approach to Confucian Democracy in East Asia, especially South Korea. In addition, the author takes some ideas from western democratic philosophy which are in harmony with the basic teachings of Confucianism.

U.S. Latino/a theologians share much with Latin American liberation theologians, but they have also explicitly differentiated themselves from their southern partners. One prominent focus in this effort is U.S. Latino/a attention to popular religion, in contrast to a Latin American stress on political, structural change. On this interpretation, U.S. Latino/as’ practice of everyday life is a form of “aesthetic resistance” to, and freedom from, WASP hegemony—quite a different situation and response from the south. However, the question has been raised (...) whether, in turning to the aesthetic dimensions of lo cotidiano, U.S. Latino/a theologians had not abandoned a critical, ethical edge essential for any.. (shrink)

Recent work by philosophers of mind and psychology on nonconceptual content.

ABSTRACTAn essential and yet often neglected motivation of Bernard Suits’ elevation of gameplay to the ideal of human existence is his account of capacities along perfectionist lines and the function of games in eliciting them. In his work Suits treats the expression of these capacities as implicitly good and the purest expression of the human telos. Although it is a possible interpretation to take Suits’ utopian vision to mean that gameplay in his future utopia must consist of the logically inevitable (...) replaying of activities we conduct in the present for instrumental reasons, because gameplay for Suits is identical with the expression of sets of capacities specifically elicited by game rules, it is much more likely that he intends utopian gameplay to be an endless series of carefully crafted opportunities for the elicitation of special capacities, and thus embody his ideal of existence. This article therefore provides a new lens for understanding both... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education ed. by David J. Elliott, Marissa Silverman and Gary E. McPhersonCara Faith BernardDavid J. Elliott, Marissa Silverman, and Gary E. McPherson, eds., The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (New York, NY: Oxford University Press, 2019)Three leading voices in music education, David J. Elliott, Marissa Silverman, and Gary E. McPherson, consistently work to (...) reconceive how music educators create and challenge the discourses of music learning and the ways in which people engage with music. The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education furthers their contributions and serves as a break from the familiar and common “default philosophy of assessment” of tests, standards, regimens, and rankings to invite new ways of approaching music assessment.1 They, along with their coauthors, apply their theoretical, research, and teaching experience to examine music assessment through social praxis and how individuals and communities “deepen their growth as knowing and compassionate human beings.”2 In short, this Handbook is an invitation for music educators of all levels to reengage with their values and name them in their current and future practices.Using the current neoliberal state of education as a backdrop, Elliott, Silverman, and McPherson portray schools as spaces that yield corporate types of learning practices and assessments which “place little value on arts education.”3 Countering these realities, the diverse cadre of authors examines assessment [End Page 123] from different settings, roles, policies, and practices, organized around four themes. The first theme examines assessment through theoretical ideas including critical pedagogy, pragmatism, and Deleuzean frameworks. Next, in methodological practices, new ideas for assessment are considered through teacher evaluation, working with students with disabilities, and incorporating habits of mind. Creativity explores assessment through technological possibilities, popular music, and drawing, among others. Closing with international perspectives, the authors explore assessment through German and Scandinavian bildung/bildning, care as a driving force of assessment in South Africa, and an Iranian non-regulated perspective of assessment.Alexandra Kertz-Welzel asks: “Who decides what is assessed? How it is assessed? By whom is it assessed?”4 These questions are embraced and challenged throughout the Handbook. Instead of conceiving of assessment as something diagnostic—reaching musical benchmarks and aptitudes deemed by outside authorities—the authors welcome an epistemological shift of assessment. What might happen when music educators replace written self-assessments, quizzes, and playing tests in favor of, say, habits of mind (as Jillian Hogan and Ellen Winner describe in their chapter5) such as listening, noticing, being part of a community, persisting, expressing oneself, imagining, and making decisions? These changes might transform a community, one where students and teachers embrace music making beyond mere replication.6 The authors suggest ways of engaging in acts of subversion, resistance, care, and pragmatism to push past the product-driven view of assessment dictated by neoliberal and for-profit discourses.Historically, assessment has been contextualized, discussed, and critiqued through its practices; its purpose has been to gain information which aids in making decisions about teaching. In many contexts, particularly in the U.S., assessment practices stem from current educational policies, namely those noted in teacher evaluation systems.7 Such practices are intended to show student growth and drive instruction, to better label teaching quality and student success.8 In my own research on teacher evaluation, I found that music educators struggle with definitions and strategies of assessment; as a result, they defer to assessments based on hierarchies of musical skill and technique.9 Yet, Charlotte Danielson, a creator of many U.S. teacher evaluation frameworks, reminds that teaching “is not simply a matter of following a script of carrying out other people’s instructional designs.”10 Having to uphold the demands of assessment and evaluation forced many of the participants in my research to become compliant, even when they knew their teaching strategies were ancillary to who the students were and what they needed. They fabricated their assessments— often in the form of exit slips and inauthentic writing and musical compositional activities—to comply with policies. As a result, teachers’ values for music [End Page 124] teaching and learning were omitted from... (shrink)