We examine the relationships among religious governance, especially Islamic governance quality (IGQ), national governance quality (NGQ), and risk management and disclosure practices (RDPs), and consequently ascertain whether NGQ has a moderating influence on the IGQ–RDPs nexus. Using one of the largest data sets relating to Islamic banks from 10 Middle East and North Africa (MENA) countries from 2006 to 2013, our findings are threefold. First, we find that RDPs are higher in banks with higher IGQ. Second, we find that RDPs (...) are higher in banks from countries with higher NGQ. Finally, we find that NGQ has a moderating effect on the IGQ–RDPs nexus. Our findings are robust to alternative RDP measures and estimation techniques. These results imply that the quality of disclosure depends on the nature of the macro-social-level factors, such as religion that have remained largely unexplored in business and society research, and, therefore, have important implications for policy makers. (shrink)

There are widespread calls for increased demographic diversity in science, often linked to the epistemic claim that including more perspectives will improve the quality of the knowledge produced. By distinguishing between demographic and epistemic diversity, we show that this is only true some of the time. There are cases where increasing demographic diversity will not bring about the necessary epistemic diversity and cases where failing to exclude some voices reduces the quality of the scientific debate. We seek to resolve these (...) tensions with an analysis that turns on the way the experience-based expertise of non-scientists can be absorbed into mainstream science. Mostly it has to be done via what we call ‘virtual diversity’, in which scientists take responsibility for acquiring interactional expertise in the non-scientific expertise-based domains which they consider provide knowledge valuable to the science. We argue that virtual diversity represents the only feasible option in most scenarios, with cases where demographic diversity or full cultural mergers provide the solution being the exception rather than the rule. This analysis is an exercise in the sociology of knowledge, which is considered as being continuous with philosophy. The paper is prescriptive as well as descriptive, and the moral, cultural, political, and educational implications of the argument are drawn out. A main conclusion is that the acquisition of virtual diversity should be a new norm for science, allowing the voices of experienced non-scientist citizens to be heard but without eroding the institution of science, which continues to be a vital foundation of truth in democracy. (shrink)

The most prevalent modes of philosophy, educational theory, and philosophy of education currently extant in the United States represent a pronounced departure from the fundamental patterns of the Greek-Jewish- Christian tradition. Among the noteworthy characteristics of the more popular trends is a tendency toward the denial of, or an indifference regarding, the existence of a Transcendent Being. This feature alone has effected a radical departure from the scholarly traditions which are characterized by investigations into the relationships between theology and philosophy. (...) This factor, in turn, bears potentially strong influence upon the theory and practice of education. Partially in order to promote the revivification of a heritage not unrelated to that of many early American intellectual leaders, the main purpose of this paper is to exemplify the structure and an aspect of the substance of a theology-philosophy of Catholic education in accord with a selected passage from A New Catechism: Catholic Faith for Adults. The theological-philosophical dimension of this structure is represented by a developmental process entailing three stages of progression: from human love through an awareness of the “God of the philosophers” to belief in Christ. It is shown how theological and philosophical elements of this process bear upon the importance of early childhood religious education as well as of Catholic education somewhat more broadly conceived. It is noted that, although the theological-philosophical foundations allow for numerous options in education, there are bounds within which the direction of this education must be retained. The current importance of this kind of investigation lies in 1) the fundamentally empiricist approaches in philosophy of education so prominent today, 2) the inability of empiricist philosophies to confront prescriptive values in an authentically rational fashion, and 3) the necessity of a theological-philosophical approach for the Christian who wishes to think rationally about prescriptive values, and to formulate the kinds of educational plans which will prove to be effective in promoting authentic human happiness. Brief references to the practical efficacy of theoretical conceptions, and to teacher education, conclude the paper. (shrink)

Why, morally speaking, ought we do more for our family and friends than for strangers? In other words, what is the justification of special duties? According to partialists, the answer to this question cannot be reduced to impartial moral principles. According to impartialists, it can. This paper briefly argues in favour of impartialism, before drawing out an implication of the impartialist view: in addition to justifying some currently recognised special duties, impartialism also generates new special duties that are not yet (...) widely recognised. Specifically, in certain situations, impartial principles generate duties to take actions and adopt attitudes in our personal lives that increase the chance of new or different special relationships being formed—new or different friendships, family-like relationships, relationships akin to co-nationality, and so on. In fact, even if one thinks partialism is the best justification of the duties we have once in special relationships, impartialist justifications for taking steps to form such relationships should have some sway. Moreover, a little reflection shows that these duties are not as demanding or counterintuitive as one might expect. (shrink)

It is commonly assumed that natural languages, construed as sets of sentences, contain denumerably many sentences. One argument for this claim is that the sentences of a language must be recursively enumerable by a grammar, if we are to understand how a speaker-hearer could exhibit unbounded competence in a language. The paper defends this reasoning by articulating and defending a principle that excludes the construction of a sentence non-denumerably many words long.

This book provides an accessible introduction to jurisprudence and legal theory. It sets out a course of study that offers a highly effective series of introductions into a wide variety of theories and theoretical perspectives, from traditional approaches such as Natural Law to modern ones such as Feminist Theory, Economic Analysis of Law and Foucault and Law, The book is designed for students of jurisprudence and legal theory, but it will also assist those studying law and legal systems within courses (...) on Political Science, Philosophy and Sociology. (shrink)

Rationalizations of deliberation often make reference to two kinds of mental state, which we call belief and desire. It is worth asking whether these kinds are necessarily distinct, or whether it might be possible to construe desire as belief of a certain sort — belief, say, about what would be good. An expected value theory formalizes our notions of belief and desire, treating each as a matter of degree. In this context the thesis that desire is belief might amount to (...) the claim that the degree to which an agent desires any proposition A equals the degree to which the agent believes the proposition that A would be good. We shall write this latter proposition ‘A◦’ (pronounced ‘A halo’). The Desire-as-Belief Thesis states, then, that to each proposition A there corresponds another proposition A◦, where the probability of A◦ equals the expected value of A. (shrink)

While numerous studies have examined the impact that powerful CEOs have on their compensation and overall firm decisions, relatively little is known about how powerful CFOs influence their compensation and important firm financial reporting and operational outcomes. This is somewhat surprising given the critical role CFOs play in the financial reporting process of a firm. Using managerial power theory and the theory of power and self-focus :635–658, 2013), we predict that powerful CFOs employ a two-part strategy to camouflage excessive incentive (...) compensation above what efficient contracting would dictate. First, powerful CFOs use their power and influence to negotiate shorter incentive pay duration to maximize the present value of their performance—based compensation. Second, when their incentive equity compensation vests, we suggest that CFOs manage earnings to further enhance their personal income. Consistent with our theoretical expectations, we find higher levels of income-increasing accrual-based earnings management and real transactions management, a potentially unethical practice, in firms with powerful CFOs who have short pay durations. We discuss the implications of our analysis in the context of mitigating CFO power and managing the ethical environment “tone at the top.”. (shrink)

The paper articulates and defends the view that paired structures of mentally 'represented' phonological and semantic features should, for all theoretical purposes, replace the notions of proposition and sentence. Following Chomsky, I refer to such pairs as expressions (EXP). In the first part, I elaborate the notion of an EXP and contrast it with that of sentence/proposition. The paper's second part questions a range of considerations which putatively show that propositions are fundamental to our understanding of meaning and cognitive attitudes. (...) I argue that while these considerations are effective against the theoretical worth of sentences, as usually understood, they may be accommodated by the EXP-conception or otherwise eschewed. (shrink)

This book encourages readers to explore significant aspects of current thinking in primary education (for ages 3-13) focusing on pedagogy: the study of processes of teaching. The authors consider contexts, knowledge, skills and curriculum within a framework of practice. A distinctive feature is the voices of teachers, children, parents, advisors and inspectors and others. The book covers: learning, knowledge and pedagogy; pedagogic issues, application of practice. The authors also present a discussion of national strategies and The National Curriculum update for (...) 2000, discussions of a world-wide curriculum, and ICT and citizenship viewed as tools for developing aspects of pedagogy. (shrink)

Is corporate giving a matter of sporadic and altruistic generosity? Or should it be seen more as “a product to be marketed to the public”? The author is Lecturer in International Business in the Department of Commerce of the University of Birmingham, Ashley Building, Edgbaston, Birmingham B15 2TT.

ArgumentThis essay aims to broaden our understanding of relationships between art, science, and technology during the 1960s by juxtaposing two of the most important, and under-examined, figures of this period, the artist Gyorgy Kepes and the engineer Billy Klüver. While these two are generally linked due to their similarities, a closer examination demonstrates significant differences in their outlook. Comparing the organizations they nurtured, Kepes, the Center for Advanced Visual Studies at the Massachusetts Institute of Technology, and Klüver, Experiments in Art (...) and Technology, provides unique insight into the distinct origins of such organized collaborations between art, science, and technology. It reveals both how the cultural conditions of the 1960s contributed to the perceived need for such agencies and how interactions between art, science, and technology reflected, at once, the culmination of aspirations reaching back to the opening decades of the twentieth century, and a perceived break with the past. (shrink)

How can Africans escape the control of the complex power relationships established during Colonization and successfully achieve self-development? More importantly, and the primary concern of this book, can African female characters ever hope to arrive at such individuation given the dual challenges of the power structures defined and enforced by European colonizers and the patriarchal structures that contort issues related to gender? Tracing Personal Expansion reads late 20th Century works by African female novelists Buchi Emecheta, Tsitsi Dangarembga, and Calixthe Beyala (...) as modern Bildungsromane, novels of self-development, to reveal the dynamics, complexities, and challenges the characters and authors experience. By exploring the possibility of self-development in African female protagonists, this engrossing work augments existing feminist critiques that have analyzed the possibilities and potentials for the individuation of mostly Western, mostly European female characters. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Foundation of Ethical Theory in the ClinicJohn Collins Harvey (bio)William Osler has had a very profound and lasting effect on American medical education and medical practice. He set the pattern, still followed today, for the clinical training of medical students at the patient’s bedside and in the clinical laboratory. In such settings Osler was able to demonstrate to his pupils the principles, ethics, and standards of medical (...) practice that he espoused and thought fundamental to the profession of medicine. His monumental text book, The Principles and Practice of Medicine, first published in 1892, transformed the medical profession and remained a standard text for more than four decades (Leon 1995, p. 13). Renowned medical historians, such as Pedro Laín Entralgo, Henry Sigerist, and Richard Shyrock, recognize him as the greatest clinician that North America has ever produced.Osler, who had observed bedside teaching in his post-graduate studies, recognized that this method had much to offer in the instruction of medical students. Opportunity to introduce this method of teaching into the medical school curriculum came in 1888 when he was called to serve as Professor of Medicine and Physician-in-Chief at the newly established Johns Hopkins Medical School and Hospital. Bedside teaching proved to be very successful especially in demonstrating to students the standards and ethics of medical practice that he espoused.Osler’s teaching method was immediately adopted by many of the university medical schools in the United States, including Harvard, Columbia, the University of Pennsylvania, and Stanford, all of whom appreciated the success of the Hopkins medical educational experiment. Graduates of the Hopkins Medical School quickly became a major source of faculty in medical schools in the United States. Many of Osler’s immediate pupils became outstanding clinicians and leaders in American academic medicine and served as faculty members at Hopkins or in established or newly founded schools. Osler’s disciples taught students in the wards the “art” of medicine according to his principles, ethics, and standards. The second and third generation faculty members, who were trained by Osler’s immediate pupils, continue to this day to teach the “art” by employing this method of teaching. Consequently, the practice of medicine in the United States continues to be influenced by the ethics held by Osler. To find [End Page 343] the theories behind Osler’s teaching, we must look at Osler’s background, education, and writings.The Religio Medici: Background For Osler’S Medical EthicsOsler received a very solid traditional classical education at the small, excellent Anglican secondary school in Weston, Ontario run by the Reverend James Johnson, with whom Osler developed a life long friendship. Johnson’s avocation was natural science. He first aroused Osler’s interest in nature and science. Osler was taught Scripture well at Weston. He committed much of the Bible to memory and often quoted it in his speeches. He also studied both Greek and Latin, and was exposed to the writings of Plato, Aristotle, Cicero, and other classical authors, particularly the stoics.While a student at Weston, Osler first came to know Sir Thomas Browne’s remarkable text Religio Medici (The Religion of the Physician), which was to become a lifelong favorite. In his first address as the new Regius Professor of Medicine at Oxford in 1905, which was given to the Guy’s Hospital Physical Society, he vigorously recommended the Religio Medici to the students.The Religio is a deeply reflective personal inquiry into the paradoxical nature of one man as a microcosm of all men (Browne 1940, pp. 40, 53–54, 61–62). Browne participated in the Baconian program for the advancement of knowledge and the rise of “science.” As a defense of the physician’s faith, the Religio shows how neatly the scientist and the Christian united in the single figure of the inspired reader of God’s two books, nature and Scripture, can defend an attitude that is both scientific and yet reverent. The central theme in the first and much longer part of the Religio is the relation between faith and reason. The second part of the Religio is about charity: Man’s love of God and his neighbors, commanded as... (shrink)

Noam Chomsky's engagement with contemporary philosophy from the 1960s onwards has involved lengthy discussion with critics and others on the significance of linguistics for traditional and contemporary philosophy. This chapter draws the background to generative linguistics and shows how Chomsky's real philosophical achievement in this area was to pose an explanatory question that had previously been neglected. Generative grammar as a research field was initiated by Chomsky in the 1950s. Chomsky's cognitive turn was revolutionary, not least because it went against (...) the philosophical grain vis‐a‐vis the role of formalism or logical analysis. P. Strawson had suggested that there is a Homeric struggle between those who favor a formal approach to natural language and those who favor a communicationintention approach. For Chomsky, the proper role of formalism in the realm of natural language is the framing of structural constraints on the consumption and production of language, both of which are cognitive capacities. (shrink)