We examine recent evolution in corporate responsibility in the forest industry, an important natural-resource-based industry which is under rapid internationalisation and structural change under challenging financial pressures. We address two recent trends in corporate communication: corporate disclosure, that is the adoption of consistent external reporting standards [namely the Global Reporting Initiative (GRI) ], and the growing awareness of engagement with and impact on local communities through philanthropy, generation of prosperity, communication and the social impact of core activities. This study (...) uses a comparative qualitative case approach to forest industry multinational enterprises (MNEs) based on a combination of secondary (reporting, company newsletters and other documentation) and interview data. Three large-scale multinational forest industry firms, all pursuing different strategies in terms of internationalisation and geographical and product diversification, were chosen for the study: Stora Enso, SCA and Sappi Ltd. Our results show that the overall quality of sustainability reporting has improved in these companies from 2005 to 2009 with the adoption of GRI. However, based on our fourfold categorisation of social impact, the core social impact indicator in GRI (SO1) has been interpreted very differently in these MNEs, and the adoption of GRI has not actually much improved the comparability of the reports or transparency of practices. (shrink)

Theatre practitioners use empathy formation techniques within their acting methodology to develop particular characters for the stage. Here, Ann Phelps and Dylan Brown argue that, when Constantin Stanislavski's seminal dramatic method is placed in conversation with exemplarist moral theory, acting can become a tool for moral formation. To illustrate this claim, they describe their work with the Program for Leadership and Character at Wake Forest University, where a neo-Aristotelian virtue ethics framework is embodied and expanded using this dramatic method. (...) By using acting exercises to help students rehearse how their moral exemplars would respond to situations, Phelps and Brown challenge students to embody their exemplars instead of merely engaging with them as a passive intellectual exercise. Moral educators can achieve their pedagogical aim by expanding Stanislavski's dramatic “super-objective” to encompass a “moral meta-objective.” This neo-Aristotelian modification to Stanislavski's method might extend beyond the stage in ways that facilitate the embodiment of morally exemplary behavior, even after the curtain falls. (shrink)

Latest research in environmental humanities often presumes the necessity of some kind of an ontological “shift” in thinking and living, while the question of the possibility of such a shift on an experiential level, is still to be answered. In this article, I am (re) visiting Latvian folk epistemologies as a sample case of alternate yet already “present” ontogenealogies that could be applied for reinventing ways to experience environed embodiment. While it is not possible, or desirable to recapture the past, (...) alternate ontogenealogies of the Global North—partly local, yet always also entangled with closer and farther regions, can provide insight into the building of future societies upon the idea of meaningful, senseful materiality. Especially—in context of pre-Christian sacrality of naturecultures that place meaning beyond and before human I-consciousness, thus, capturing the idea of consciousness as the result, not the source of senseful agency of materiality. Moreover, such inquiry allows diluting the presumption of a homogeneous Global North, instead demonstrating the heterogenous genealogical background that co-constitutes our experiences and materialities today. Within this article, I focus on the topics of life and nature in Latvian folksongs—Dainas, expressed through the elemental worldings of stone and forest, to demonstrate old Latvian epistemologies as a fruitful ground for an affirmative environmental ethics in the future. (shrink)

Le Père Cyril Axelrod est un des rares prêtres sourds. De surcroît il est devenu aveugle. Son autobiographie mérite d'être largement connue tant elle est porteuse d'espérance. Le parcours de Cyril Axelrod compte sûrement parmi les plus atypiques. Il est né sourd profond en 1942 en Afrique du Sud sous régime d'apartheid. Il est le fils unique de parents émigrés juifs orthodoxes qui veillent à son édu­cation religieuse et lui transmettent leur foi profonde. Leur amour lui a très tôt permis (...) de c.. (shrink)

IntroductionRecent research investigating the benefits of being outdoors and contact with nature in children showed strong associations with children’s health and development. More teachers are choosing to integrate outdoor learning into their practice in Quebec, but few studies have focused on OL in the school environment, particularly in Canada and more specifically in Quebec, despite the fact that the school context lends itself favorably to this practice.ObjectiveThe purpose of this study was to portray OL in preschool and primary schools in (...) Québec by identifying three key elements: teachers’ perception of the outdoors, the uses of OL in schools, and teaching strategies and factors that influence teachers’ integration of OL.MethodologySemi-structured group interviews conducted with 14 teachers and participant observations were used for data collection. Inclusion criteria were to be a preschool or primary school teacher, to have taught at least eight sessions of OL in the past year, and to have no connection or contact with the research team prior to the start of the study.ResultsFirst, the results showed that teachers commonly understood the outdoors as being in the open air, practicing a physical activity, having the presence of nature, providing physical freedom and targeting a pedagogical intention. Second, teachers appeared to incorporate a variety of pedagogical intentions in OL, in a variety of settings, and with a variety of academic subjects and learning tasks. Third, teachers used a wide range of teaching strategies in OL. Participants also identified multiple factors specific to their setting that appeared to facilitate or limit their integration of OL into the school environment.ConclusionThis study provided a better understanding of the current use of the OL in the Quebec school environment by identifying the common characteristics, limitations and winning strategies of its use in schools. Teachers and schools interested in OL could benefit from the results of this study, particularly those interested in adopting a Forest School or Udeskole approach. (shrink)

Consider the significance of Anne Frank's horse chestnut tree. During her years of hiding in the secret annex, Anne thought of the tree as a symbol of freedom, happiness, and peace. As a stand-in for all of Nature, Anne saw the tree as that part of the universe that could not be destroyed by human evil. In this essay, I use Anne's tree as a starting point for a discussion of the domination of both nature and (...) humanity. I connect the concept of domination to the policy of ecological restoration, to national and historical narratives of the connection to forest landscapes, and to the environmental policies of the Third Reich, the specific evil entity that confronted Anne Frank. Domination is also intertwined with the idea of the “paradox of progress,” viz., that human progress cannot be separated from acts and policies of domination. (shrink)

The stability of the power grid is concernment due to the high demand and supply to smart cities, homes, factories, and so on. Different machine learning and deep learning models can be used to tackle the problem of stability prediction for the energy grid. This study elaborates on the necessity of IoT technology to make energy grid networks smart. Different prediction models, namely, logistic regression, naïve Bayes, decision tree, support vector machine, random forest, XGBoost, k-nearest neighbor, and optimized artificial (...) neural network, have been applied on openly available smart energy grid datasets to predict their stability. The present article uses metrics such as accuracy, precision, recall, f1-score, and ROC curve to compare different predictive models. Data augmentation and feature scaling have been applied to the dataset to get better results. The augmented dataset provides better results as compared with the normal dataset. This study concludes that the deep learning predictive model ANN optimized with Adam optimizer provides better results than other predictive models. The ANN model provides 97.27% accuracy, 96.79% precision, 95.67% recall, and 96.22% F1 score. (shrink)

How many individuals are present where we see a pregnant individual? Within a substance ontological framework, there are exactly two possible answers to this question. The standard answer—two individuals—is typically championed by scholars endorsing the predominant Containment View of pregnancy, according to which the foetus resides in the gestating organism like in a container. The alternative answer—one individual—has recently found support in the Parthood View, according to which the foetus is a part of the gestating organism. Here I propose a (...) third answer: a pregnant individual is neither two individuals nor one individual but something in between one and two. This is because organisms are better understood as processes than as substances. With a special focus on the Parthood View, I explain why a Process View of pregnancy, according to which a pregnant individual is a bifurcating hypercomplex process, surpasses the substance ontological approaches. (shrink)

ABSTRACTOrganization and management researchers praise the value of care in the workplace. However, they overlook the conflict between caring for work and for coworkers, which resonates with the dilemma of care allocation highlighted by ethicists of care. Through an in-depth qualitative study of two organizations, we examine how this dilemma is confronted in everyday organizational life. We draw on the concept of boundary work to explain how employees negotiate the boundary of their caring responsibilities in ways that grants or denies (...) care to coworkers. We argue that the possibility of an ethics of care for coworkers requires boundary work that suspends the separation of personal and professional selves and constitutes the worker as a whole person. We contribute to research on care in organizations by showing how care for coworkers may be enabled or undermined by maintaining or suppressing the care allocation dilemma. (shrink)

Ask a non-philosopher whether it’s rational to be moral, and she will likely think the answer is relatively clear: intuitively, what is moral is often at odds with what is rational. For example, although giving a dollar to a needy stranger would be a moral thing to do, the rational thing to do would be to keep it for yourself. Among professional philosophers, by contrast, the answer is not so obvious. Philosophers have subtle views of rationality and morality. Seldom, if (...) ever, do they understand norms of rationality as straightforwardly implying that we single-mindedly pursue our own self-interest, narrowly construed, and seldom, if ever, do they understand norms of morality as straightforwardly implying that we should always help others, regardless of our circumstances. -/- Among philosophers, then, the proposal that it is rationally permissible, or even required, to be moral, is not dismissed out of hand in light of apparent counterexamples. I propose that philosophers should take the same open-minded attitude to the proposal that virtue is compatible with, or even necessary for, well-being. Philosophers have sometimes denied that virtue is necessary for well-being on much the same grounds that our envisioned person on the street dismissed the possibility that morality may be rationally required: by pointing out apparent counterexamples (Haybron 2007: 5–11; see Chapter 15 by Besser-Jones, this volume). But, just like the question “is it rational to be moral?” the question “is virtue compatible with, or even required for, well-being?” cannot be dismissed so easily, because apparent counterexamples depend on only intuitive, commonsense, pre-theoretical understandings of virtue and well-being. -/- Any claim about the relationship between virtue and well-being must take the form of a con- ditional—for example: if this account of virtue and this account of well-being are correct, then virtue is necessary for (or compatible with, or the best bet for achieving, etc.) well-being.2 This point sets the structure for this chapter. In this chapter, I will (1) sketch an account of virtue, (2) develop a specific sense in which one might argue that virtue is necessary for well-being, and (3) explore the prospects for the proposal that virtue is necessary for well-being, discussing some of the main accounts of well-being in turn. I will argue that on some (though not all) accounts of well-being, there is reason to think that, when we more fully develop an account of the (fundamental, direct, intrinsic) contributors to well-being, we may discover that virtue is indeed necessary for well-being. (shrink)

According to one widely held view of metaphor, metaphors are cases in which the speaker (literally) says one thing but means something else instead. I wish to challenge this idea. I will argue that when one utters a sentence in some context intending it to be understood metaphorically, one directly expresses a proposition, which can potentially be evaluated as either true or false. This proposition is what is said by the utterance of the sentence in that context. We don’t convey (...) metaphorical meanings indirectly by directly saying something else. One consequence is that, contrary to what Searle (1993: 110) suggests, we do not arrive at the metaphorical meaning that the speaker intended via a literal interpretation of the sentence the speaker utters. The defense of this view depends on articulating a conception of what is said that is more generous than that allowed for by Searle (1993) and others such as Bach (2001). I hope to motivate this broadened conception of what is said (what I call a contextualist conception of what is said), and to show some of the benefits of adopting a direct expression view of metaphor. (shrink)

A reference volume and playful devotional object based on the author's research into color theory informed by psychology, mysticism, and early modernism. The Color-Word Value Index has 44 word pairings; 10 colors; 5 suits; and values of positive, negative, and neutral"--Women's Studio Workshop website, viewed December 14, 2021.

Background In 2001 a report on the provision of clinical ethics support in UK healthcare institutions identified 20 clinical ethics committees. Since then there has been no systematic evaluation or documentation of their work at a national level. Recent national surveys of clinical ethics services in other countries have identified wide variation in practice and scope of activities. Objective To describe the current provision of ethics support in the UK and its development since 2001. Method A postal/electronic questionnaire survey administered (...) to the chairs of all 82 clinical ethics services registered with the UK Clinical Ethics Network in July 2010. Results Response rate was 62% with the majority of responding services situated in acute trusts. All services included a clinical ethics committee with one service also having a clinical ethicist. Lay members were present in 72% of responding committees. Individual case consultation has increased since 2001 with 29% of chairs spending more than 50% of their time on this. Access to and involvement in the process of case consultation is less for patients and families than for clinical staff. There is wide variation in committee processes and levels of institutional support. Over half of the responding committees undertook some form of evaluation. Conclusion Clinical ethics services in the UK are increasing as is their involvement in case consultation. However, the significant variation in committee processes suggests that further qualitative research is needed to understand how these committees function and the role they play in their institution. (shrink)

The digital shift leads to increasing changes. Employees can deal with changes through informal learning that enables needs-based development. For successful informal learning, self-regulated learning is crucial, i.e., to set goals, plan, apply strategies, monitor, and regulate learning for example by applying resource strategies. However, existing SRL models all refer to formal learning settings. Because informal learning differs from formal learning, this study investigates whether SRL models can be transferred from formal learning environments into informal work settings. More precisely, are (...) all facets relevant, and what are the relational patterns? Because informal workplace learning occurs through interaction with the context, this study investigates the influence of context, i.e., organizational learning culture and job characteristics on SRL. Structural equation modeling of N = 170 employees in various industries showed the relevance of the self-reported metacognitive strategies planning, monitoring, and regulation; the resource strategies help-seeking and effort regulation; and deep processing strategy elaboration. However, there was no evidence for organization strategies. The learning strategies were associated with self-efficacy and mastery-approach goal orientation. Regarding context, results supported indirect effects over self-motivational beliefs of learning strategies. Organizational learning culture was connected with mastery-approach goal orientation, whereas job characteristics autonomy and feedback were related to self-efficacy, which were again related to SRL strategies. Therefore, context can empower employees not only to accomplish their tasks but to develop themselves by applying SRL strategies. The results are discussed, and practical implications are outlined. (shrink)

Background: In accordance with ethical guidelines for nurses, leaders for nurse services in general are responsible for facilitating professional development and ethical reflection and to use ethical guidelines as a management tool. Research describes a gap between employees’ and nurse leaders’ perceptions of priorities. Objective: The purpose of this article is to gain deeper insight into how nurses as leaders in somatic hospitals describe ethical challenges. Design and method: We conducted individual, quality interview with 10 nurse leaders, nine females and (...) one male nurse aged 34–64 years. We used a hermeneutical approach to analyse the data. Ethical considerations: The participants received oral and written information about the study. Participation in the study was voluntary, and the participants were given the opportunity to withdraw. All of them gave written consent. The Norwegian Centre for Research Data approved the research project. In addition, the head of the hospitals gave permission to conduct our study. Findings: Four main areas were identified: deficient ethical language, conflicting demands on nurse leaders regarding staff management, concerns regarding young nurses’ ethical consciousness and restricting factors on the creation of a climate of ethics. The nurse leaders experienced considerable pressure. An unexpected finding was the lack of – and even disregard for – an ethical language. Discussion and conclusion: It is crucial to recognise ethics in all types of nursing approaches and to make it explicit. Ethical language must be implemented in nursing education. It must be recognised and used in clinical practice. Recommendations: We recommend further research be conducted into how nurses understand the concept of ethics and how to incorporate ethical principles into clinical nursing and nurse leadership. (shrink)

Eric Olson distinguishes his animalistic account of transtemporal personal identity from the apparently similar Bodily Criterion, among other things, by accusing the latter of being contaminated with Cartesian implications owing to its usage of the term ‚body‘. In contrast, Olson argues, Animalism is able to avoid these implications by substituting the concept of body for the concept of organism, which makes Animalism not only a distinct position, but also the better alternative to the Bodily Criterion. The paper critically reconstructs Olson’s (...) charge of Cartesianism against the Bodily Criterion, thereby differentiating between several variants of it. This eventually adds up to an evaluation of how suitable these criticisms are for defending Animalism at the expense of the Bodily Criterion. (shrink)

Management and organization researchers are being called to conduct research that is more caring, yet the concept of care and how to practice it within the profession is undertheorized. Adopting a feminist epistemology and methodology, we develop the concept of care by weaving the personal, ethical, and political into the research process. First, we reflect critically on how aspects of care—attentiveness, responsibility, competence, and responsiveness (Tronto, Moral boundaries: a political argument for an ethic of care, Routledge, 1993; Tronto, Caring democracy: (...) markets, equality, and justice, New York University Press, 2013)—unfolded in our personal research experiences, and secondly, we conduct a review of articles published in management and organization studies and analyse expressed or concealed conceptions of care in scholars’ accounts of research purpose and ethics. We find three ethical sensibilities at the heart of enacting care: encountering the ‘other’, interpreting roles and responsibilities, and deliberating needs and resources. We contribute to a feminist research ethics by highlighting issues related to care that are concealed in dominant ethos guiding management and organization research. Further, we develop methodological insights for implementing an ethic of care as an alternative ethical standpoint in business research ethics. Finally, we provide suggestions for how to embed more care within research ethics practices in academic institutions. (shrink)

In "Implementing Expanded Prenatal Genetic Testing: Should Parents Have Access to Any and All Fetal Genetic Information?," Bayefsky and Berkman argue in favor of establishing three categorie...

Children learn their native language by exposure to their linguistic and communicative environment, but apparently without requiring that their mistakes be corrected. Such learning from “positive evidence” has been viewed as raising “logical” problems for language acquisition. In particular, without correction, how is the child to recover from conjecturing an over-general grammar, which will be consistent with any sentence that the child hears? There have been many proposals concerning how this “logical problem” can be dissolved. In this study, we review (...) recent formal results showing that the learner has sufficient data to learn successfully from positive evidence, if it favors the simplest encoding of the linguistic input. Results include the learnability of linguistic prediction, grammaticality judgments, language production, and form-meaning mappings. The simplicity approach can also be “scaled down” to analyze the learnability of specific linguistic constructions, and it is amenable to empirical testing as a framework for describing human language acquisition. (shrink)

In Ludwig Wittgenstein's writings, ethics takes a central place in his thinking. This element investigates his engagement with ethics in both early and later thinking. Starting from the remarks on ethics in the Tractatus Logico-Philosophicus and the framing of these remarks, it presents two influential approaches to Tractarian ethics, before it develops a coherent reading of ethics in the early thinking, focusing on ethical silence and the relationship notions of world and the philosophical 'I'. The reading of 'A Lecture on (...) Ethics' focuses on the critique of ethical theory and the personal dimension of ethics, two themes also running through Wittgenstein's later thinking. It considers Wittgenstein's later ethical investigations, of ethical examples, ethically relevant language uses of language and the connections between reflections on ethics and living. It also considers the role of the other in Wittgenstein's later thinking. (shrink)