Recent arguments claim that behavioral science has focused – to its detriment – on the individual over the system when construing behavioral interventions. In this commentary, we argue that tackling economic inequality using both framings in tandem is invaluable. By studying individuals who have overcome inequality, “positive deviants,” and the system limitations they navigate, we offer potentially greater policy solutions.

Treatise, with English translation, on Advaita Vedanta.

On correct method of understanding various Buddhist philosophical concepts according to sutras and tantras. (Dus gsum gyi rgyal ba sras dang bcas paʹi bstan pa mthaʼ dag dang kyad par Rdo-rje-ʼchang Karma-paʼi dgong pa gsal bar byed paʼi bstan bcos thar paʼi lam chen bgrod paʼi shing rta zhes bya ba ʼdi yin no).

Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15–18 years. The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling (...) profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems. (shrink)

Performing an action and observing it activate the same internal representations of action. The representations are therefore shared between self and other. But what exactly is shared? At what level within the hierarchical structure of the motor system do SRA occur? Understanding the content of SRA is important in order to decide what theoretical work SRA can perform. In this paper, we provide some conceptual clarification by raising three main questions: are SRA semantic or pragmatic representations of action?; are SRA (...) sensory or motor representations?; are SRA representations of the action as a global unit or as a set of elementary motor components? After outlining a model of the motor hierarchy, we conclude that the best candidate for SRA is intentions in action, defined as the motor plans of the dynamic sequence of movements. We shed new light on SRA by highlighting the causal efficacy of intentions in action. This in turn explains phenomena such as inhibition of imitation. (shrink)

The multi-disciplinary unit Social Responsibility in Action was developed for students with an interest in ethics who were completing undergraduate degrees in Arts, Commerce, Design or Science at an Australian research-intensive university. The academic objectives of this unit were to increase student awareness, knowledge, understanding and critical thinking skills related to various ethical issues. Lecturers from five disciplines collaborated in the design and delivery of SRA, which comprised lectures, tutorials and a research-based project. Anonymous surveys were administered at the start (...) and end of the semester to obtain feedback on student expectations and learning experience, respectively. Data across three student cohorts showed that at the start of semester, 80% of student comments indicated a desire to expand their interest of ethical matters, 59% a desire to gain understanding and knowledge and 59% to gain critical thinking or communication skills. SRA was extremely well received by students, with 98% of respondents indicating that this multi-disciplinary ethics unit had met their expectations. Students also found that the variety of teaching styles, unit content and multi-disciplinary approach stimulated learning. (shrink)

We present a model-theoretic approach for reasoning about security protocols, applying recent insights from dynamic epistemic logics. This enables us to describe exactly the subsequent epistemic states of the agents participating in the protocol, using Kripke models and transitions between these based on updates of the agent's beliefs associated with steps in the protocol. As a case study we will consider the SRA Three Pass protocol and discuss the Wide-Mouthed Frog protocol.

Araplarla irtibat kurmuş farklı milletler manzumelerinde, aruz ölçüsünü kendi dil imkânlarına uygun hâle getirerek kullanmıştır. Özellikle İran edebiyatında, 11. asırdan başlayarak Fars dilinin hususiyetlerine göre aruz şekillenmeye başlamış, Türk edebiyatında ise aruzun Türkçeye tatbikine dair birtakım hususlar, teorik zeminden ziyade pratikler neticesinde şekillenmiştir. Zamanla Türk şairleri aruzu, dillerine uygun hâle getirmeyi başarmış, kendi kuralları çerçevesinde oluşturdukları kaideler dairesinde Türkçe manzumeler meydana getirmiştir. Bununla birlikte, Arap şiirinde kullanılan aruz uygulamalarından bazılarını Türk şiirine adapte etmişlerdir. Bu uygulamalardan biri de bir kelimenin beytin (...) iki mısraı arasında bölünmesi anlamına gelen tedvîr ve bu şekilde kaleme alınan müdevver beyitlerdir. Bugüne kadar Türk edebiyatında aruzla ilgili kaleme alınan eserlerde, yapılan farklı çalışmalarda müdevver beyte hiç temas edilmemesi ya da birkaç örnekten hareketle Türk şiirinde bu kullanımın oldukça sınırlı sayıda olduğu sonucuna varılması, bir problem olarak karşımızda durmaktadır. Buradan hareketle çalışmamızın amacı, Arap şiirinde kendisine yer bulan, Fars şiirinde hiç rastlanmadığı ifade edilen tedvîrin Türk şiirindeki durumunu ele almak ve dikkat çekilmemiş örnekler üzerinden tedvîr uygulamasının ve müdevver beyitlerin Türk edebiyatındaki varlığını izah etmektir. Öncelikle makalede, nitel araştırma yöntemlerinden belge analizi yöntemi kullanılarak aruzun tanımı, doğuşu, gelişimi, Türk şiirine intikali ve tatbiki üzerinde durulmuştur. Arap aruzu ile Türk aruzu arasındaki irtibata ve farklılıklara temas edilmiştir. Ardından tedvîr ve müdevver beyit kavramları izah edilerek tanımın farklı isimlendirmelerine temas edilmiş, Arap şiirindeki örneklerine değinilerek konu aydınlatılmaya çalışılmıştır. Türk şiirinde aruzun tatbiki ile ilgili kaynaklar incelemeye tabi tutulup tedvîr ve müdevver beyit kavramlarının Türk edebiyatında yer alıp almadığı araştırılmıştır. Yapılan incelemeler neticesinde tedvîr ve müdevver beyit kavramlarına ya ilgili kaynaklarda hiç temas edilmediği ya da incelenen tek eser üzerinde rastlanan bir ya da iki örnekten hareketle bazı çıkarımların yapıldığı görülmüştür. Bunun sebepleri üzerinde durulduktan sonra on beşinci yüzyıldan başlayarak on dokuzuncu yüzyıla kadar uzanan süreçte elde edilen farklı örnekler irdelenmiş ve ulaşılan sonuçlar aktarılmıştır. (shrink)

This article addresses the problem of the quantification of higher education by introducing a theoretical framework for power relations and agency within this process. Instead of treating evaluation regimes as external and imposed on the sector, it argues for a relational approach to the problem of exercising power over the higher education sector through means of evaluation. To develop such an approach, the article draws on two sources: Guy Neave’s account of the evaluative state and Bob Jessop’s strategic–relational approach (SRA) (...) to the state. By using the latter to further develop our understanding of the logic under which the evaluative state operates, the article offers a general framework for inquiring about the conditions that shape power relations and impact the degree of agency at the disposal of the actors involved in the evaluative state. For this purpose, the article operationalises the six general dimensions of the state developed on the grounds of the SRA in the context of the evaluative state. In turn, to demonstrate its heuristic value, the article refers to the emergence of the evaluative state in Poland and how scholarly communication was quantified and made commensurate in this process. (shrink)

This article opens with a brief analysis of key features of the Mexican semi-authoritarian regime. It then moves to a discussion of the critical realist positions and features that inform the strategic-relational approach. Attention is paid to social interactions and causal relations that enable the SRA to trace patterns of punctuated evolution and to highlight the processes of transformation. Since ideal types serve to highlight key characteristics in specifc phenomena, processes and actors, some features of ideal types of the state (...) and of the transition from one type to another are also discussed. In particular, attention is paid to the Keynesian welfare national state and to the Schumpeterian workfare post-national regime ideal types elaborated by Jessop. For it is contended that the specific features of these ideal types could be of great help in broadening the debate on economic restructuring and political reforms in countries such as Mexico. Moreover, the SRA approach provides an insight into the endogenous features of social change and stresses the importance of networking for a strategic agenda as well. For the never-static dynamics of the processes of change the role of situated agents in context is fundamental, as it injects intentionality and acknowledges the contingency of the conditions that surround them. (shrink)

Children with developmental disorders, such as attention-deficit/hyperactivity disorder, are at high risk of school-refusal behavior compared with their peers. One of the most used scales to assess SRB is the school refusal behavior scale – revised. The SRAS-R has demonstrated good psychometric properties when used with the general population of children, but, recently, its validity has been questioned when used with children with developmental disorders. We tested the psychometric properties of the SRAS-R parental reports in 96 children with ADHD. Results (...) showed good model fit and internal consistency for the original four-factor structure. Three of the factors were strongly correlated, suggesting that SRB among children with ADHD is caused by several factors. (shrink)

Itinerario.--Redescubrimiento de la Piedra Nietzsche.--Carta de la Sra. Cati Knaus.--Carta de la Fundación "Casa Nietzsche en Sils-Maria."--Carta del director del "Archivo Goethe-Schiller," en Weimar.--Wiederentdeckung des "Nietzsche-Steins."--En el Monte de los Olivas.--Un vino llamado "Nicolaus Machiavellus."--Carta de la Società vinicola dei conti Serristori.--Un vino chiamato "Nicolaus Machiavellus.".

This paper discusses two broadly logical issues related to Protagoras’ measure doctrine (M) and the self-refutation argument (SRA). First, I argue that the relevant interpretation of (M) has it that every individual human being determines all her own truths, including the truth of (M) itself. I then turn to what I take to be the most important move in the SRA: that Protagoras recognises not only that his opponents disagree with him about the truth of (M), but also that they (...) hold that (M) is false simpliciter. By recognising that his opponents do not make the relativising concession he makes for them, he is forced to accept that (M) is false. I go on to argue that several other defenders of the SRA end up with a regress which is difficult to end and might not favour anti-Protagoreans. On my reading, by recognising what his opponents believe, Protagoras is barred from adding qualifiers, and the possible regress doesn’t get off the ground. I conclude with brief discussions of how Protagoras might try to avoid the result of the SRA and the argument’s role in this part of the Theaetetus. (shrink)

This study examines thirteenth to twentieth century Tibetan and Mongolian monastic memorializations of the bodily violence enacted upon Köten Ejen at the center of the “Buddhist conversion of the Mongols.” Koten Ejen (Tib. Lha sras go tan rgyal po, 1206–1251) was Chinggis Khan’s grandson and a military leader involved in Mongol campaigns against the Song Dynasty and against Buddhist monasteries in eastern Tibet. In 1240, Koten famously summoned the Central Tibetan Buddhist polymath Sakya Pandita, by then already an old man, (...) to his court at Liangzhou. Examining Tibetan and Mongolian accounts about their meeting from the last seven centuries, this study shows that it was neither compelling philosophy nor some turn of faith that converted the Mongols. It was, rather, Sakya Pandita’s violent therapeutic intervention into the space of Koten’s ill body that wrenched the Mongol body politic into the Dharmic fold. (shrink)