Although many organizations around the world have engaged in corporate social responsibility programing, there is little evidence of social impact. This is a problematic omission since many programs carry the stigma of marketing ploys used to bolster organizational image or reduce consumer skepticism. To address this issue and build on existing scholarship, the purpose of this study was to evaluate a socially responsible youth employability program in the United Kingdom. The program was developed through the foundation of a professional British (...) soccer team to bolster employability and life skills for marginalized London youth. Program funding was provided by a large multinational bank as part of their CSR agenda. This evaluation was undertaken to understand the beneficiary impacts associated with program deployment. Results from the pre-intervention/post-intervention, sequential mixed-method evaluation show statistically significant differences among several “soft” beneficiary outcomes. However, results are mixed regarding whether the “hard” outcome of employment was achieved by program participants. Qualitative findings buttress these results, indicating a high level of motivation for work, attitude enhancement, and satisfaction with program delivery. (shrink)

This volume is a comprehensive roadmap to the burgeoning area of affective sciences, which now spans several disciplines. The Handbook brings together, for the first time, the various strands of inquiry and latest research in the scientific study of the relationship between the mechanisms of the brain and the psychology of mind. In recent years, scientists have made considerable advances in understanding how brain processes shape emotions and are changed by human emotion. Drawing on a wide range of neuroimaging techniques, (...) neuropsychological assessment, and clinical research, scientists are beginning to understand the biological mechanisms for emotions. As a result, researchers are gaining insight into such compelling questions as: How do people experience life emotionally? Why do people respond so differently to the same experiences? What can the face tell us about internal states? How does emotion in significant social relationships influence health? Are there basic emotions common to all humans? This volume brings together the most eminent scholars in the field to present, in sixty original chapters, the latest research and theories in the field. The book is divided into ten sections: Neuroscience; Autonomic Psychophysiology; Genetics and Development; Expression; Components of Emotion; Personality; Emotion and Social Processes; Adaptation, Culture, and Evolution; Emotion and Psychopathology; and Emotion and Health. This major new volume will be an invaluable resource for researchers that will define affective sciences for the next decade. (shrink)

Originally published between 1925 and 1997 the volumes in this set: Discuss the Impacts of Profitability, Business Cycles and the Capital Stock on Productivity; Evaluate various approaches to managing the uncertainty inherent in the future course of the interest rate cycle; Examine the combined effect of financial instability and industrial restructuring on postwar economic growth and recession in the US; Determine what statistical and other information is needed to formulate both the objects and the means of government economic policy; Ask (...) what theoretical tools should be used in order to clarify the issues of economic policy; Examine the sociological aspects of the business cycle. (shrink)

In this paper I argue for three theses. First, most philosophical analyses of the problem of normative conflict, being based on the impossibility-of-joint-compliance test for conflict, are inadequate. Second, expanding on suggestions made by H. L. A. Hart and Stephen Munzer, I develop an understanding of normative conflict which is not tied to the concept of obedience. Such an understanding of normative conflict is expressly functional: normative conflicts arise when one norm interferes with the intended functioning of another. Third, working (...) from a functional concept of normative conflict, I develop a taxonomical classification scheme for the phenomenon of normative conflict. Normative conflict is the genus within which there are three species: normative contradiction, normative collision, and normative competition. Department of Philosophy, Southeast Missouri State University, Cape Girardeau, MO 63701, U.S.A. (shrink)

Two studies examined the specificity of effects of explanation on learning by prompting 3- to 6-year-old children to explain a mechanical toy and comparing what they learned about the toy’s causal and non-causal properties to children who only observed the toy, both with and without accompanying verbalization. In Study 1, children were experimentally assigned to either explain or observe the mechanical toy. In Study 2, children were classified according to whether the content of their response to an undirected prompt involved (...) explanation. Dependent measures included whether children understood the toy’s functional-mechanical relationships, remembered perceptual features of the toy, effectively reconstructed the toy, and (for Study 2) generalized the function of the toy when constructing a new one. Results demonstrate that across age groups, explanation promotes causal learning and generalization, but does not improve (and in younger children, can even impair) memory for causally-irrelevant perceptual details. (shrink)

“States have no morality, they have interests,” remarked an overzealous diplomat. And in this same manner we sometimes see that reasons of state take priority over moral rules. A sweet young thing testifying before a committee of the United State Congress said “sometimes you have to put yourself above the law,” no doubt repeating something that had been said to her. At a time when unrestrained application of the reasons of state can only lead to violence that can no longer (...) be sustained, we can judge to what extent such remarks are without foundation. (shrink)

Differences across fields and experience levels are frequently considered in discussions of ethical decision making and ethical behavior. In the present study, doctoral students in the health, biological, and social sciences completed measures of ethical decision making. The effects of field and level of experience with respect to ethical decision making, metacognitive reasoning strategies, social-behavioral responses, and exposure to unethical events were examined. Social and biological scientists performed better than health scientists with respect to ethical decision making. Furthermore, the ethical (...) decision making of health science students decreased as experience increased. Moreover, these effects appeared to be linked to the specific strategies underlying participants' ethical decision making. The implications of these findings for ethical decision making are discussed. (shrink)

"This series is not for the lazy. Each major theologian is examined carefully and critically- his life, his theological method, his most germinal ideas, his weaknesses as a thinker, his place in the theological spectrum, and his chief contribution to the climate of theology today. The books are written with the assumption that laymen will read them and enter into the theological dialogue that is so necessary to the church as a whole. At the same time there are carefully enough (...) designed to give assurance to a Ph. D. student in theology preparing for his preliminary exams."--Editors Preface. (shrink)

Dewey's most direct treatment of law and legal theory, "Logical Method and Law," presents a sketch of a pragmatic theory of law. Dewey claims the law needs "a logic relevant to consequences, not antecedents." This paper unpacks Dewey's pragmatic theory of law and outlines some criticisms of Dewey's legal views set forth by the American Legal Realist Karl Llewellyn in an unpublished manuscript titled "John Dewey and Our Law." This paper aims to identify where Dewey and Llewellyn agree and where (...) they, as representatives of major schools of thought, part company. (shrink)

One of Sulla's first acts on assuming the dictatorship in 81 B.C. was to fill up the numbers of the Senate by the addition of some 300 new members. Tradition is divided on the question of the rank of these men before their promotion, and no unanimity has yet been reached in the matter. There are two distinct versions in the ancient authorities, both equally well attested. Appian and the Epitomator of Livy state that the new members were equites, while (...) Sallust and Dionysius of Halicarnassus assert that they included men of the lowest rank . When we turn to modern historians we find opinion similarly divided. Writers such as Lange, Zumpt and Herzog accept the first version, whereas Niebuhr, Botsford, Willems and Gelzer incline to the view of Sallust. It is tempting to do as some writers have done and to combine the two versions, saying that some of the new Senators were equites and some common soldiers. But this is a very arbitrary cutting of the knot. Herzog seems to play with the idea that Sulla promoted ordinary soldiers via the equites when he says ‘wobei noch dazu mancher war, der seine Ritterstellung erst eben errungen hatte.’ This, however, is mere guesswork. (shrink)

This paper chronicles the author’s experience, as an instructor and as an administrator, taking up the Americans with Disabilities Act (ADA) and implementing changes in the curriculum to accommodate a logic student with dyslexia. The author discusses his misconceptions about dyslexia and his attempts to determine more precisely how it affected his student’s reading abilities. While his student struggled with abstract symbol systems (e.g. standard logical notation), the student had no difficulty with sequences of letters. The author elected to teach (...) the introductory logic course with a logical notation composed entirely of letters, namely Lukasiewicz’ notation. The author details the work that went into learning this notation and teaching an introductory logic course in it, including overviews of lessons on semantics, syntax, and introduction/elimination rules for proofs. The student learned the material very quickly and with great success, progressing to moderately sophisticated proofs. The author reflects on how this reformulated version of an introductory logic course squares with the ADA’s language of “reasonable accommodations” and implores professional philosophers to take seriously what the ADA means for their pedagogy. (shrink)

“States have no morality, they have interests,” remarked an overzealous diplomat. And in this same manner we sometimes see that reasons of state take priority over moral rules. A sweet young thing testifying before a committee of the United State Congress said “sometimes you have to put yourself above the law,” no doubt repeating something that had been said to her. At a time when unrestrained application of the reasons of state can only lead to violence that can no longer (...) be sustained, we can judge to what extent such remarks are without foundation. (shrink)

A commonly used experimental procedure for the study of granulocyte kinetics involves the labelling and subsequent tracing of granulocyte DNA. Following the introduction of a label into the system, observations are made periodically on the concentration of label in the DNA of granulocytes taken from the circulating blood. A mathematical model for the expected value of this concentration has been derived, studied, and related to experimental observations from studies using P32 as a label. Insofar as the derivation of the model (...) accurately incorporates the relevant aspects of granulocyte kinetics, the model will be useful in the interpretation of the experimental observations in terms of these kinetics.Among other things, study of the model indicates that the assumption of “flash” labelling made with respect to some labels is quite crucial and needs to be examined critically. It has also been necessary to make adjustments to allow for the observed emergence of labelled cells from the marrow soon after label introduction. In addition, despite a high degree of confounding of parameter effects it has been possible to suggest bounds on some of the parameters of the model for some species. The bounds will be refined as the model is improved and more data become available. Study and development of the model continues with particular interest in generalizations to include the diseased state chronic granulocytic leukemia. (shrink)

"Aristotelian Dialectic" is a dialogue between two persons, T and Q, concerning Aristotle's views on the nature of dialectic and rhetoric and also on the role of dialectic and rhetoric in modern education. T advances two theses: that Aristotle views dialectic and rhetoric as intellectual martial arts. to be used to combat the sophists; and that these arts form the basis of Homeric education. T defends this view by examining what Aristotle has to say in the Topics, The Sophistical Refutations, (...) The Posterior Analytics, and The Rhetoric. T also indicates a strong belief that these arts are as important for education today as they were in Aristotle's time. To drive home this point, T uses many of the techniques he ascribes to Aristotle on Q in the course of their discussion. (shrink)