Books on the topic 'Enacted values'

People find inherent satisfactions in helping and contributing to others for nonselfish reasons. Self-determination theory (SDT) suggests that being benevolent is often intrinsically motivated, or alternatively done out of deeply internalized social values that are autonomously enacted. In turn such behaviors satisfy basic psychological needs and thereby enhance subjective well-being. A further question concerns more ultimate explanations. Drawing on both SDT and evolutionary psychology, this chapter argues that the association of these proximal need satisfactions with moral and prosocial actions has persisted because these propensities and satisfactions have yielded manifold selective advantages. In addition, need-thwarting conditions evoke more aggressive, competitive, and self-protective strategies. The fact that people typically experience benevolence as deeply need satisfying, and doing harm to others as need frustrating, is thus an aspect of how proximally experienced satisfactions in individual development are linked with the evolutionary roots of our human nature.

This chapter has a negative thesis and a positive thesis. The negative thesis is that, at least in the arena of national security, electoral representative democracy is incompatible with popular sovereignty, a prerequisite of political legitimacy. The incompatibility arises due to five distinct but interrelated factors. First, confidentiality: strategic requirements of confidentiality and secrecy undermine meaningful political accountability. Second, ignorance: national security policy is technical and complicated to an extent that the average voter lacks the information and competence required to hold elected political officials meaningfully accountable for enacting responsive policy. Third, voter psychology: national security policy is an area in which low information leads to easy psychological distortion. Fourth, electoral pathology: national security policy is an area where elected officials have dramatically and inappropriately circumscribed policy options, given the electoral repercussions of appearing :weak” on security and given that many of the most significant costs of ineffective policy are borne by others—either people in other countries or future generations of Americans. Fifth, money: national security policy is a policy arena where there is a lot of money to be made by a relatively small number of individuals and corporations, making lobbying and electioneering for certain political outcomes a very high-value proposition for those entities. These five factors work together and overlap in complex ways. The end result is that national security policy created by elected officials (and their appointees) is (1) largely unresponsive to the core beliefs, values, and preferences of those in whose name it is enacted; and (2) bad policy for those in whose name it is enacted. Thus, in the arena of national security policy, we have at most nominal popular sovereignty, not real popular sovereignty. The positive thesis of this chapter is that there may be institutional reforms that could be made which would help us reclaim popular sovereignty in the arena of national security policy. In particular, we should consider the use of lottocratic institutions, which employ randomly selected citizens in policymaking roles. The chapter introduces and briefly defends these institutions as a possible solution to the problem of popular sovereignty in the national defense context.

Time in the Blues presents an interdisciplinary analysis of the specific forms of temporality produced by and reflected in the blues. Often described as immediate, spontaneous, and intense, the blues focus on the present moment, creating an experience of time for both performer and listener that is inflected by the material conditions that gave rise to the genre. Examining time as it is represented, enacted, and experienced through the blues engages questions concerning how material conditions in the early twentieth century shaped a musical genre. The formal characteristics of the blues—ostinato patterns, cyclical changes, improvisation, call and response—emerge from and speak to economic, social, and political relations under Jim Crow segregation. A close examination of the structuring of time under sharecropping, convict lease, and migration reveals their significance to aesthetic constraints in the blues. Likewise, contexts and frames of reception, such as traveling shows, advertisements for 78 rpm records, and a sense of tradition structure the experience of time for an audience of listeners. Blues music provides a rich and complex articulation of a dynamic form of resonant temporality that speaks against the dominant culture through its insistence on the present moment. Ultimately, Time in the Blues, argues for the relevance, significance, and importance of time in the blues for shared values of community and a vision of social justice.

Humans use reasons to shape and justify choices. In the process, trade-offs seem essential and often inevitable. But trade-offs involve comparisons, which are problematic both across values and especially over time. Reducing disparate values to a common metric (especially if that metric is money) is often problematic and unsatisfactory. Critically, it is not that values just shape choices, but that choices themselves shape values. This endogeneity of values makes an unconditional normative endorsement of modern decision-theoretic rationality unwise. This is a hard problem and there is no escaping the definition of good values, that is, those that make humans better. This removes the wall between economics and philosophy. If we are to adopt and enact this perspective, then greater discourse and debate on what matters and not just what counts will be useful and even indispensable.

This book traces the experiences of diverse adoptive families—including lesbian, gay, and heterosexual parent families, and families who adopted through foster care and private adoption—as they manage birth family relationships across their children’s childhood. It explores the diversity among families in how open adoption is envisioned, enacted, and experienced over time. The author uses interview data from four time points spanning preadoption to 8 years postadoption to address a variety of questions, including: How do adoptive parents feel about openness when they first learn about it, and why do their feelings change over time? How do adoptive parents’ initial feelings about birth parents inform the types of relationships that they form with birth family? How do adoptive parents who strongly valued openness cope with and handle the disappointment of matching with birth parents who do not desire and/or are unable to enact a similar level of openness? What types of complex, unexpected, and nuanced trajectories of contact unfold over time between adoptive families and birth families? What types of boundary challenges occur between adoptive and birth family members, offline and online? How do adoptive parents talk about adoption with their children, and how does this vary depending on level and type of contact? How and to what extent do adoptive parents invoke environment versus genetics (i.e., birth family) in articulating children’s strengths, challenges, and physical features (e.g., height, skin color)? How do the experiences of adoptive parents differ by parent gender and sexual orientation?

Chapter 1 considers the role that federal higher education policies have played in the progress that American women have made since the mid-twentieth century. The conventional wisdom suggests that the 1970s—with the emergence of the women’s rights movement and fervent activism by feminist organizations—marked the crucial turning point for gender equality in the United States. Evidence suggests, however, that landmark US higher education policies enacted during the mid-twentieth century have played an important role in the promotion of women to first-class citizenship. Passed prior to and apart from the feminist movement, these programs made it possible for women to gain knowledge and skills that are valued in the labor market and also promote political engagement. Through redistributive and regulatory higher education policies, US lawmakers promoted equal opportunity for women.

Chapter 4 analyzes Schmitt’s constitutional theory and how it complements his state theory. It begins with Schmitt’s criticism of the predominant positivist conception of the constitution. Schmitt argued that the positivists’ “relativized” conception of the constitution was committed above all to the equal chance of any belief to be enacted into law. This chapter then analyzes Schmitt’s counterargument that, without a prior and “absolute” commitment to some substantive value, a constitution could not fulfill its basic purpose of providing a clearly defined and stable public order. Schmitt’s typology of Relative and Absolute Constitution maps onto his state theoretical distinction between mechanical state and absolute state. This chapter concludes by discussing Schmitt’s later analysis of the concept nomos and how his analysis builds on and develops his earlier work on the concept of the absolute constitution.

Although we know much about within-level identity dynamics, it’s the between-level dynamics that offer the greatest promise for developing a systemic understanding of identity in organizations. Collective identities emerge from a process of “I think” (where the founder(s)/leaders espouse and enact their entrepreneurial vision and values)  “we think” (where members and other stakeholders experience and enact the incipient identity, fostering consensus and adding breadth and depth to the identity)  “it is” (where the identity becomes institutionalized). Collective identities in turn both enable and constrain the identities nested within them. The recursive linkages among levels of identity reflect a meld of processes that are supplementary (fleshing out an identity), complementary (fostering differentiation), and conflicted. The discussion also considers the role of identity cascades, identity drift, and compositional and compilational identity emergence.

This chapter examines formactions—the working parts and craft materials of playworlds—that are often simultaneous, clustered, overlapping, and invisible and do not simply mediate or re-present things in the world, but are themselves vitally immanent with possible life. It argues that ‘theatricality’ describes not a technology of mimesis or even a kind of enacted philosophy, but rather a kind of physics: a world in which bodies, ideas, affects, and figures combine and recombine to generate the plays we watch, read, react to, and think about today. It highlights the value of the category of ‘form’ and uses it to address some of the major methodological problems associated with early modern theatre, including the problem of the ontology of theatre and its creations. It considers the metaphysics of Gottfried Wilhelm Leibniz, with particular emphasis on his philosophy of monads, to think about theatrical life.

Starting from the 1970s, some co-operatives distinguished themselves for their interest in producing social services and for their social aims. They emerged in order to answer new needs arising in society, and specifically the difficulties faced by welfare systems. Co-operatives started to assume a new role as welfare providers and suppliers of general-interest services and work integration of disadvantaged people. This new co-operative form first emerged in Italy during the 1980s as a bottom-up phenomenon. The first regulation on social co-operatives was enacted in Italy by Law 381/1991. This chapter illustrates the emergence, the evolution, and the most recent trends of Italian social co-operation in order to define the main traits that helped social co-operatives become a successful organizational form in the provision of welfare services. This chapter also contributes to evaluating the added value of this co-operative form in the socio-economic context.

Patterns of pearl cultivation and circulation reveal vernacular practices that shaped emerging imperial ideas about value and wealth in the early modern world. Pearls’ variability and subjective beauty posed a profound challenge to the imperial impulse to order and control, underscoring the complexity of governing subjects and objects in the early modern world. Qualitative, evaluative language would play a prominent role in crown officials’ attempts to contain and channel this complexity. The book’s title reflects the evolving significance of the term barrueca (which became “baroque” in English), a word initially employed in the Venezuelan fisheries to describe irregular pearls. Over time, this term lost its close association with the jewel but came to serve as a metaphor for irregular, unbounded expression. Pearls’ enduring importance lies less in the revenue they generated than in the conversations they prompted about the nature of value and the importance of individual skill and judgment, as well as the natural world, in its creation and husbandry. The stories generated by pearls—an unusual, organic jewel—range globally, crossing geographic and imperial boundaries as well as moving across scales, linking the bounded experiences of individuals to the expansion of imperial bureaucracies. These microhistories illuminate the connections between these small- and large-scale historical processes, revealing the connections between empire as envisioned by monarchs, enacted in law, and experienced at sea and on the ground by individuals.

This chapter examines the constitutional framework for the resolution of inter-State river water disputes in India, considering whether water disputes are best resolved through political negotiation or through adjudication, how political agreements can be enforced and implemented, and how disputes are tackled substantively and procedurally. It discusses Article 262 of the Indian Constitution and the vesting of power in Parliament to adjudicate disputes regarding inter-State rivers or river valleys. It then provides a historical perspective on inter-State river water dispute resolution, starting from the Government of India Act 1919, and reviews two pieces of legislation enacted in 1956 to deal with inter-State river waters: the River Boards Act 1956 and the Inter-State River Water Disputes Act 1956. It looks at some of the major constitutional and legal debates that have surrounded inter-State river water disputes in India and analyses the Indian Supreme Court’s ruling in the Mullaperiyar Dam case.

In the decades it takes to bring up a child, parents face challenges that are both helped and hindered by the fact that they are living through a period of unprecedented digital innovation. Drawing on extensive research with parents both rich and poor, parenting toddlers to teenagers, this book reveals how digital technologies give parenting struggles a distinctive character, as parents determine how to forge new territory with little precedent, or support. It argues that, in late modernity, parents are both more burdened with responsibilities and yet increasingly charged with respecting and developing the agency of their child—leaving much to be negotiated. The book charts how parents enact authority and values through digital technologies—as “screen time,” videogames, and social media become ways of both being together and of setting boundaries, with digital technologies introducing valued opportunities and new sources of risk. To light their way, parents comb through the hazy memories of their own childhoods and look toward hard-to-imagine futures. This results in deeply diverse parenting in the present, as parents move between embracing, resisting, or balancing the role of technology in their own and their children’s lives. This book moves beyond the panicky headlines to offer a deeply researched exploration of what it means to parent in a period of significant social and technological change. Drawing on qualitative and quantitative research in the United Kingdom, the book offers conclusions and insights relevant to parents, policymakers, educators, and researchers everywhere.

This book explores the common storylines, narratives, and tales of social betterment that justify and enact land as commodity. It interrogates global patterns of property formation, the dispossessions property markets enact, and the popular movements to halt the growing waves of evictions and land grabs. This collection brings together original research on urban, rural, and peri-urban India; rapidly urbanizing China and Southeast Asia; resource expropriation in Africa and Latin America; and the neoliberal urban landscapes of North America and Europe. Through a variety of perspectives, the book finds resonances between local stories of land's fictional powers and global visions of landed property's imagined power to automatically create value and advance national development. The book unpacks the dynamics of land commodification across a broad range of political, spatial, and temporal settings, exposing its simultaneously contingent and collective nature. It advances understanding of the politics of land while also contributing to current debates on the intersections of local and global, urban and rural, and general and particular.

What does ritual do? Sociological and anthropological theory of the first half of the twentieth century proposes that ritual—secular or sacred—binds groups together, ensuring their harmonious functioning by generating and maintaining orders of meaning, purpose, and value. ‘Ritual and society’ discusses the theories of Emile Durkheim, Roy Rappaport, and Clifford Geetz and their ideas on ritual producing solidarity and effervescence and ritual's role in politics, power, and negotiation. In the 1970s, a sea change in ritual studies followed the work of Victor Turner and others who highlighted ritual's critical and creative potential. Public ritual is complex: rites can conserve, transmit, and protect tradition, but others are creatively, critically, strategically employed to enact change.

This book will build on and develop the assumption that to be human means to be in dialogue. Dialogue is a unitary concept that will attempt to address in a coherent way three essential issues for clinical practice: ‘What is a human being?’, ‘What is mental pathology?’, and ‘What is care?’. It will argue that to be human means to be in dialogue with alterity, that mental pathology is the outcome of a crisis of one’s dialogue with alterity, and that care is a method wherein dialogues take place whose aim is to re-enact interrupted dialogue with alterity within oneself and with the external world.This book is an attempt to re-establish such a fragile dialogue of the soul with herself and with others. Such an attempt is based on two pillars: a dialectic, person-centred understanding of mental disorders, and values-based practice. Building on and extending these two approaches, it aims to improve therapeutic practice in mental health care. Within this framework, care is a dialogue with a method—or better, a method wherein dialogues take place whose aim is to re-enact interrupted dialogue with alterity within oneself and with the external world. The method at issue includes devices and practices that belong both to logic—e.g. the method for unfolding the Other’s life-world and to rescue its fundamental structure—and empathy—e.g. the readiness to offer oneself as a dialoguing person, and the capacity to resonate with the Other’s experience and attune/regulate the emotional field.

Modern scholarly accounts of Greek philosophical history usually exclude women. And yet, from Dixaearchus of Messana to Diogenes Laertius, classical writers record the names of women philosophers from various schools. What is more, pseudonymous treatises and letters (likely dating after the first century CE) articulate the teachings of Pythagorean women. How can this literature inform our understanding of Greek intellectual history? To take these texts at face value would be naïve; to reject them, narrow-minded. This book is a deep examination of the literary tradition surrounding female Pythagoreans; it envisions the tradition as a network of texts that does not represent female philosophers but enacts their role in Greek culture. Part I, “Portraits,” assembles and contextualizes excerpts from historical accounts and wisdom literature. Part II, “Impersonations,” analyzes pseudonymous treatises and letters. Texts are approached with a mixture of suspicion and belief, inspired by Paul Ricoeur’s hermeneutics. Suspicion serves to disclose the misogyny of the epistemic regimes that produced the texts about and by women philosophers. Belief takes us beyond the circumstances of the texts’ production to possible worlds of diverse readers, institutions, and practices that grant agency to the female knower. In the process, the book uncovers traces of a fascinating dialogue about the gender of philosophical knowledge, which includes female voices.

How can we begin to grasp the scope and scale of our new data-rich world, and can we truly comprehend what is at stake? This book explores the intricacies of data creation and charts how data-driven technologies have become essential to how society, government and the economy work. Creatively blending scholarly analysis, biography and fiction, the book demonstrates how data are shaped by social and political forces, and the extent to which they influence our daily lives. The book begins with an overview of the sociality of data. Data-driven endeavours are as much a result of human values, desires, and social relations as they are scientific principles and technologies. The data revolution has been transforming work and the economy, the nature of consumption, the management and governance of society, how we communicate and interact with media and each other, and forms of play and leisure. Indeed, our lives are saturated with digital devices and services that generate, process, and share vast quantities of data. The book reveals the many, complex, contested ways in which data are produced and circulated, as well as the consequences of living in a data-driven world. The book concludes with an exploration as to what kind of data future we want to create and strategies for realizing our visions. It highlights the need to enact 'a digital ethics of care', and to claim and assert 'data sovereignty'. Ultimately, the book reveals our data world to be one of potential danger, but also of hope.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.