Geoengineering : the ethical and social issues

Tese de doutoramento, Filosofia (Filosofia da Natureza e do Ambiente), Universidade de Lisboa, Universidade Nova de Lisboa, 2015

Learning in social action : the informal and social learning dimensions of circumstantial and lifelong activists

This paper explores the informal and social learning dimensions of activists as they learn skills and knowledge through participating in social action. In doing this I draw on Lave and Wenger's epistemology of situated learning and Bourdieu's theory of "habitus". I argue activists learn an array of community development skills in the social environment of activism. I claim activists' learning is cognitive, embodied and situated in practice. This paper is based on empirical research in Australia, where in-depth interviews were conducted with activists to uncover their important pedagogy. It explores the learning dimensions of two groups of activists. "Lifelong activists" who have generally been involved in student politics and have participated in activism over many years, and "circumstantial activists" who become involved in protest due to a series of life circumstances. This paper claims that while both groups' learning is social and informal, lifelong activists tend to develop their skills incrementally by being involved in the fertile site of student politics. On the other hand, circumstantial activists, not having had the benefit of early immersion in a community of practice, are rapid learners. They are frequently taken out of their comfort zone as activists and need to acquire new knowledge and skills urgently in order to practise effectively. Some circumstantial activists remain on the periphery of activism and never fully immerse themselves in the practices of activism. I argue there is much to be gained from understanding learning in social action, an epistemology of adult learning which deserves greater prominence in current adult education discourse.

The musical and social benefits of community choir membership in Melbourne (Australia)

Book Review of Venereal Disease and the Lewis and Clark Expedition by Thomas P. Lowry

Although Lewis and Clark literature has proliferated in the last decade, few works have added scholarly discourse to this field of study. The highly focused Venereal Disease and the Lewis and Clark Expedition, however, will likely stand out on the Lewis and Clark bookshelf as an important contribution.

Special Issue: Interactive Educational Media for the Neural and Cognitive Sciences

Understanding the functioning of brains is an extremely challenging endeavour - both for researches as well as for students. Interactive media and tools, like simulations, databases and visualizations or virtual laboratories proved to be not only indispensable in research but also in education to help understanding brain function. Accordingly, a wide range of such media and tools are now available and it is getting increasingly difficult to see an overall picture. Written by researchers, tool developers and experienced academic teachers, this special issue of Brains, Minds & Media covers a broad range of interactive research media and tools with a strong emphasis on their use in neural and cognitive sciences education. The focus lies not only on the tools themselves, but also on the question of how research tools can significantly enhance learning and teaching and how a curricular integration can be achieved. This collection gives a comprehensive overview of existing tools and their usage as well as the underlying educational ideas and thus provides an orientation guide not only for teaching researchers but also for interested teachers and students.

Na 1 Nachlass Max Horkheimer, 692 - "The Economic and Social Consequences of Preparedness Economics" (p. IX 167.1-7)

"The Economic and Social Consequences of Preparedness Economics" (1937-1939):; 1. "First Draft of a Memorandum on a Research Project on The Economic Consequences of Preparedness Economics, planned by the International Instittute of Social Research" (13.12.1938). Typoskript mit handschriftlichen Ergänzungen, 2 Blatt; 2. Albert Lauterbach: "Project submitted to the Social Science Research Council: Sociological and Economic Aspects of Preparedness Economics". Typoskript, 3 Blatt; 3. Günther Reimann: "The Economics of Chemical Production". Typoskript, 4 Blatt; 4. Franz Neumann: "Bemerkungen zum Exposé Dr. Heiders 'Die Rolle der Bürokratie im totalitären Staat'" (22.2.1937). Typoskript, 1 Blatt; 5. Joseph Soudek: "Soziale und wirtschaftliche Aspekte der Wehrwirtschaft". Typoskript mit handschriftlichen Korrekturen und Ergänzungen von Friedrich Pollock (16.1.1939), 5 Blatt; 6. "Recovery and Boom Politics", Gliederungsentwurf, 3 Blatt; 7. "Interventionism and Business Cycles", Gliederungsentwurf, 7 Blatt;

Evaluating the spatial and social equity effects of road pricing in the European urban context: the Madrid Metropolitan Area.

The paper explores the spatial and social impacts arising from implementation of a road-pricing scheme in the Madrid Metropolitan Area (MMA). Our analytical focus is on understanding the effects of the scheme on the transport accessibility of different social groups within the MMA. We define an evaluation framework to appraise the accessibility of different districts within the MMA in terms of the actual and perceived cost of using the road infrastructure "before" and "after" the implementation of the scheme. The framework was developed using quantitative survey data and qualitative data from focus group discussions with residents. We then simulated user behaviors (mode and route choice) based on the empirical evidence from a travel demand model for the MMA. The results from our simulation model demonstrated that implementation of the toll on the orbital metropolitan motorways (M40, M30, for example) decreases accessibility, mostly in the districts where there are no viable public transport alternatives. Our key finding is that the economic burden of the road-pricing scheme particularly affects unskilled and lower income individuals living in the south of the MMA. Consequently lower income people reduce their use of tolled roads and have to find new arrangements for these trips: i.e. switch to the public transport, spend double the time for their commuter trips or stay at home. The results of our research could be applicable more widely for anyone wishing to better understand the important relationship between increased transport cost and social equity, especially where there is an intention to introduce similar road-pricing schemes within the urban context.

Definition and measurement of standards of living; report. Presented to the Secretary-General of the United Nations in connection with Resolution 527 (VI) of the General Assembly and Resolution 434 B (XIV) of the Economic and Social Council.

Includes bibliography.

Maximising the economic and social impact of Six Sigma

This paper reports on how Six Sigma training can be made more effective. The research is empirically based. To date it has engaged with over 100 respondents from 60 different organisations around the world. The questionnaire has been derived from leading refereed sources and expert practitioner experience and addresses both success factor and tools issues from three perspectives: (i) academic, (ii) training, and (iii) practice to help maximise economic and social impact of programmes. This topic is important because the popularity of Six Sigma adoption in organisations has grown dramatically over recent years. This is probably because many accounts of great cost savings and quality improvements have been published by major international companies. However, other companies striving to emulate this success are finding that effective implementation needs experienced and well trained individuals. To date, there have been few such surveys and this work-in-progress benchmarking study provides unique insight.

Volunteering for success? An Analysis of Student Perceptions of the Pedagogical and Social Outcomes of Peer Mentoring in Higher Education

Previous studies into student volunteering have shown how formally organized volunteering activities have social, economic and practical benefits for student volunteers and the recipients of their volunteerism (Egerton, 2002; Vernon & Foster, 2002); moreover student volunteering provides the means by which undergraduates are able to acquire and hone transferable skills sought by employers following graduation (Eldridge & Wilson, 2003; Norris et al, 2006). Although much is known about the benefits of student volunteering, few previous studies have focused on the pedagogical value of student mentoring from the perspectives of both student mentee and mentor. Utilising grounded theory methodology this paper provides a critical analysis of an exploratory study analysing students’ perceptions of the pedagogical and social outcomes of student mentoring. It looks at students’ perceptions of mentoring, and being mentored, in terms of the learning experience and development of knowledge and skills. In doing so the paper considers how volunteering in a mentoring capacity adds ‘value’ to students’ experiences of higher education. From a public policy perspective, the economic, educational, vocational and social outcomes of student volunteering in general, and student mentoring in particular, make this an important subject meriting investigation. In terms of employability, the role of mentoring in equipping mentors and mentees with transferable, employability competencies has not been investigated. By critiquing the mentoring experiences of undergraduates within a single institution, this paper will make an important contribution to policy debates with regards to the pedagogical and employability related outcomes of student volunteering and mentoring.