A global meaning of supply chain social sustainability

Abstract

The purpose of this research is to help reduce tensions in supply chain social sustainability (SCSS) decisions by providing a common global, contextual definition of social sustainability. This exploratory study utilised an inductive structured interview method to capture SCSS concept meanings. Those interviewed are from, have lived, and worked in developed economies, emerging economies and the base of the pyramid (BOP) economies. The results present a new global baseline definition of SCSS to inform theory and practice by finding that SCSS meanings differ not only between the different levels of economic development, but also within the levels as well. Culture, community and whether basic human needs are met all weigh into perspectives of what this concept is and should entail; a broad, contingent definition is most appropriate moving forward for sustainability planning and execution. Further research with stakeholders in more countries and communities is needed to validate our proposal.     

Risk and Quantification: A Linguistic Study

In risk analysis and research, the concept of risk is often understood quantitatively. For example, risk is commonly defined as the probability of an unwanted event or as its probability multiplied by its consequences. This article addresses (1) to what extent and (2) how the noun risk is actually used quantitatively. Uses of the noun risk are analyzed in four linguistic corpora, both Swedish and English (mostly American English). In total, over 16,000 uses of the noun risk are studied in 14 random (n = 500) or complete samples (where n ranges from 173 to 5,144) of, for example, news and magazine articles, fiction, and websites of government agencies. In contrast to the widespread definition of risk as a quantity, a main finding is that the noun risk is mostly used nonquantitatively. Furthermore, when used quantitatively, the quantification is seldom numerical, instead relying on less precise expressions of quantification, such as high risk and increased risk. The relatively low frequency of quantification in a wide range of language material suggests a quantification bias in many areas of risk theory, that is, overestimation of the importance of quantification in defining the concept of risk. The findings are also discussed in relation to fuzzy‐trace theory. Findings of this study confirm, as suggested by fuzzy‐trace theory, that vague representations are prominent in quantification of risk. The application of the terminology of fuzzy‐trace theory for explaining the patterns of language use are discussed.     

Measuring long‐term trends in policy coherence for development

This article measures long term trends in policy coherence for development. Based on result chains, it develops a counterfactual methodology, and then applies it to assess changes in inputs, outputs and outcomes over time. While the literature does not indicate any significant change in policy coherence for development over the last decade, this research finds that, if the time scale is lengthened to 50 years, an overall increase in policy coherence for development of the Dutch government, vis‐à‐vis the DR Congo, in the domains of finance and security, can be detected. These changes in policy coherence for development inputs seem to have contributed, in conjunction with similar policies from other countries, in some instances, to positive outcomes in the DRC.     

柏拉图的“否定神学”——普罗科勒斯对《巴曼尼得斯篇》“第一组假设”的解释

普罗科勒斯把柏拉图的《巴曼尼得斯篇》第二部分划分为九组假设，他认为第一组假设的主题是“太一”。由于“太一”超越于所有的存在之上，因此它就不具有任何肯定的特征，我们只能通过一种否定的方式来把握它。“太一”的这种“否定”特征是高于所有“肯定”的，“否定神学”并不是由我们人类理智的某种缺陷所造成的，而是取决于“太一”自身的超越性。第一组假设中的那些“否定”也不是任意的，而是体现了一种理智的秩序。     

The role,importance and challenges of social sciences and humanities in the work of the intergovernmental science-policy platform on biodiversity and ecosystem services (IPBES)

Qualified competences in social science and humanities are required across the various deliverables of the intergovernmental science-policy platform on biodiversity and ecosystem services (IPBES) in order to fully address the objectives of IPBES. Building integrative approaches has long been acknowledged as a scientific challenge. Hence, new paths have to be forged, including revisiting basic ontological and epistemological considerations, such as how we understand the world, what knowledge is, and the role of science. Constructive interdisciplinary dialogues in IPBES supports the development of innovative frames and terminologies. One example is the evolution from the Millennium Ecosystem Assessment ecosystem service framework to the Nature’s Contributions to People classification now applied in IPBES assessments. IPBES is still in a learning phase and critical examination of what is accomplished this far is useful when refining ongoing modes of work and in long-term strategic considerations.     

Legitimating the Philippines as a language learning space: Transnational Korean youth's experiences and evaluations

This paper examines how a peripheral English‐speaking country is constructed as a legitimate language learning space in the global English language teaching (ELT) industry by investigating South Koreans’ recent engagement in Philippine English education. It focuses on a short‐term English study abroad program, in which the Philippines serves as a transit place prior to students’ moving to a Western English‐speaking country. Drawing data from ethnographic research on South Korean youth studying English abroad, the article analyzes why Korean students seek Philippine English education in spite of their apparent pursuit of authentic English, and how they evaluate their learning experience in the Philippines. This paper finds that the Philippines holds a niche market in the global ELT industry by separating a space for English learning from other public and everyday spaces of English use and offering pedagogically intensive but emotionally supportive environments to English learners.     

Reclaiming ourselves through Testimonio pedagogy: reflections on a curriculum design lab in teacher education

This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service Teachers of Color lend pedagogical strength and critical consciousness to teacher education, three Latina pre-service students highlight the ways in which Testimonio became more than a pedagogical approach. Testimonio’s collectivity, resistance, hope, and assertions of voice and dignity moved through them not as educators first but as (great-grand)daughters of oppressed though still-resilient People(s). Testimonio emboldened these Latina pre-service educators to recognize and validate their own inherited multiliteracies, (re)claim their connectedness to land, and articulate their visions for more equitable schooling. This work advances research into the essentiality of engaging race and ethnicity in K-12 and teacher education curriculum and pedagogy.     

Decrypting cultural nuances: using drama techniques from the theatre of the oppressed to strengthen cross cultural communication in social work students

ABSTRACT

Despite widening participation in social work education in the UK, social work students from black and minority ethnic (BME) backgrounds can find that they have less positive experiences on social work courses than their counterparts. This can happen when courses do not equip students to navigate the subtle rules of communication with service users that are premised on dominant UK values. As a consequence BME students can be assessed as having poor interpersonal skills and poor skills in engaging service users. However, the issue is often more one of cultural differences and high expectations of cultural integration than one of incompetence.

This paper reports on a drama workshop using techniques from the Theatre of the Oppressed to foster awareness of the complexities of cross cultural communication that BME students may face. The workshop facilitates insight into the nuances of culturally informed values that differ from dominant UK values.

Drawing on student workshop evaluations, the authors highlight the positive use of techniques from the Theatre of the Oppressed as a pro-active pedagogical approach to equipping BME students with insight and skill to circumnavigate cross cultural communication in practice and develop awareness of empowering strategies to combat negative paradigms about BME cultures.     

论王国维的“本色”观——基于王国维对元曲的评价

王国维用“意境”“境界”等概念建构起自己的美学体系。他认为作为抒情文学的词作必须有作者的真情实感蕴藏于内，“真情”是“境界”说的重要组成部分。出于对“真情”的看重，王国维着力于对元剧的研究，从戏剧艺术的角度，他对元剧十分鄙视，但从文辞的角度，他对元剧十分欣赏。王国维称元曲为“活文学”，与元曲作者蕴于其中的“真情”有莫大关系。王国维对元曲的研究基本延续了治词的角度和观点，论曲仍以“真情”为首要标准。不同之处在于，“当行”也是他的“本色”观的组成部分，是其“本色”观比“意境”说在理论范围上更为广阔之处。相比较而言，吴梅的“本色”观亦注重“真情”，对作品的评论，他更多的是从排场角度分析、评价作品。对作品的用字，吴梅亦崇尚自然，同时又有所保留。     

The Evolution of Housing Typologies for Older Adults in The Netherlands From 1945 to 2016: An Analysis in the Context of Policy,Societal, and Technological Developments

This study aims to examine housing typologies for older adults in the light of three qualitatively examined exogenous factors: policy, societal developments, and technology. The developments in inpatient and assisted ambulatory housing facilities for older adults have been mapped from 1945 to 2016 using quantitative data. Using these data, five transition periods can be distinguished. Within the first transition periods, policy factors were tremendously important, while within the later ones, societal influence empowered by technological change became the primarily driving factor. This research shows that the classification of inpatient, assisted ambulatory housing, and outpatient housing may no longer be applicable in its current form.