Introduction:Athletes are at increased risk of disordered eating compared to non-athletes. Inspired by previous investigation into quantitative work on an etiological model of disordered eating in athletes, the current study aimed to explore a problematic aspect of the model: athletes' lived experiences of social and sport pressures in relation to the onset of disordered eating and differing eating behaviors.Methods:Nine (N= 9) male and female athletes representing a range of endurance sports took part in semi-structured interviews. Thematic analysis was utilized.Analysis:Analysis revealed (...) two main themes each with two corresponding subthemes (1) Conflating physical appearance and sporting ability with the subthemes of (1a) social comparison in a sporting world and (1b) societal notions of “the athlete body” and (2) Living as an athlete with the corresponding subthemes of (2a) discipline and sacrifice and (2b) the balancing act.Discussion:It is the complex interaction between societal expectations as lived out in social messages and comparisons, and sport pressures that contributes to the development of disordered eating behaviors. These findings suggest that prevention and treatment of disordered eating in athletes can be applied from those already established in non-sporting realm. (shrink)

Business ethics is once again a hot topic as examples of improper business practices that violate commonly accepted ethical norms are brought to our attention. With the increasing number of scandals business schools find themselves on the defensive in explaining what they are doing to help respond to the call to teach ‘‘more’’ business ethics. This paper focuses on two issues germane to business ethics teaching efforts: the ‘‘targeted output’’ goals of teaching business ethics and when in the curriculum business (...) ethics should be taught. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 122.3 (2001) 433-436 [Access article in PDF] Sarah Iles Johnston. Restless Dead: Encounters between the Living and the Dead in Ancient Greece. Berkeley and Los Angeles: University of California Press, 1999. xxi + 329 pp. Cloth, $40.00. This book, which focuses on ancient Greek beliefs about how the dead interact with the living, is an important addition to the study of Greek religion. The subject (...) has become unusually popular in recent years, and when Johnston wrote in her preface that "scholars of our generation... have paid the topic little attention" (xi), she had no way of knowing that two other books on the topic were being published nearly simultaneously with her own. Fortunately, there is so much to say about ancient beliefs concerning ghosts that the three studies do not overlap much. Antonio Stramaglia's Res inauditae, incredulae: Storie di fantasmi nel mondo greco-latino (Bari 1999) and D. Felton's Haunted Greece and Rome: Ghost Stories from Classical Antiquity (Austin 1999) take broad views, examining both Greek and Roman ghost stories from literary and folkloric points of view, respectively. Johnston's book focuses only on the Greek dead, and does so in more detail and with more attention to the religious aspects of the living-dead interaction than either of the other books. She uses models developed by cultural anthropology to examine how Greek ideas about the dead changed over time in response to changing social conditions, including contacts with other cultures and the development of the polis.Johnston divides her study into three major parts. Part 1, "A Short History of the Dead in Ancient Greece," covers several aspects of the Greek view of the dead in the archaic and classical periods. First we have a brief chronological overview of the dead in Greek society from the Homeric poems to the fifth century B.C. The information is unfortunately rather scattered and uneven, and Johnston gives much of it simply as introductory material for later parts of her book: "This is a topic that I take up in depth in another chapter" (10); "As we shall see in chapter 6" (18); "This... is analyzed in depth in chapter 3" (19). This brief survey might best have been included in an introduction (there is only a short prologue), since it does not stand well on its own here and does not accomplish much overall other than to provide us with several very general conclusions: that the Greeks, like many other peoples, believed that the unburied or prematurely dead were angry with the living and could harm them; that the dead could be called up by the living to serve them; that other than this, the dead are not particularly active, at least in early Greek belief.Part 1 also includes information concerning rituals to the dead and the role of the goe\s. For this discussion Johnston takes a topical rather than chronological approach to the problem of what the Greeks believed about the dead versus what they did about the dead; "participants need not have believed in a ritual to go through its motions" (37). Johnston briefly describes the nature of rituals for and against the dead, distinguishing funerals and festivals that expressed affection from defensive rituals and festivals held out of fear, to avert the wrath of the dead. One particularly interesting section deals with the relatively recent finds of [End Page 433] the Selinuntine lex sacra, the Cyrenean inscriptions, and the rituals for the dead described thereon: both contain detailed descriptions of real aversion rituals involving the appeasement of ancestral spirits. Johnston is careful to remind the reader of the fragmentary nature of this particular evidence and at times sounds overly defensive or cautious: "although the evidence is too scant for us to be certain" (58); "its brevity makes it impossible for us to be sure" (62). Much of Johnston's argument is therefore highly hypothetical but nonetheless interesting and provocative. She concludes that the dead began to be perceived as a bigger source of problems in the late... (shrink)

Researchers in science education have converged on the view that argumentation can be an effective intervention for promoting knowledge construction in science classrooms. However, the impact of such interventions may be mediated by individuals’ task goals while arguing. In argumentative discourse, one can distinguish two overlapping but distinct kinds of activity: dispute and deliberation. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In (...) this study, we examine the impact of these discourse goals on both content learning and argument quality in science. (shrink)

Studies of adolescents and young-adults suggest that deliberative dialogue, a form of consensus-seeking argumentation, leads to stronger learning outcomes than persuasive dialogue. However, this research has not been informed by an analysis of dialogue among more experienced arguers. In the present study, we compare the deliberative and persuasive dialogues of novice and experienced arguers to better understand the difference between these two forms of discourse at differing levels of argumentative expertise. Our results confirm theoretical distinctions between deliberation and persuasion. Results (...) also suggest that greater experience in argumentation is associated with a richer array of argumentative purposes, producing more cohesive, intersubjective and dialectically relevant dialogue. The implications of these findings for learning are discussed. (shrink)

The New England towns and villages that inspired the major figures of the Transcendentalism movement are presented by region in this travel guide that devotes a chapter to each town or village famous for its relationship to one or more of the Transcendentalists. Cambridge, where Ralph Waldo Emerson delivered his powerful speeches is highlighted, as is Walden, where Henry David Thoreau spent two years attuning himself to the rhythms of nature. Other chapters retrace the paths of major writers and poets (...) of the period as well as the utopian communities of the time. This invaluable traveling companion offers street maps, historical illustrations, and narratives that create a vivid sense of New England in the 19th century. (shrink)

This article examines popular representations of accountants’ ethics by studying their depiction in cinema. As a medium that both reflects and shapes public opinion, films provide a useful resource for exploring the portrayal of the profession’s ethics. We employ a values theoretical framework to analyze 110 movie accountants on their basic ethical character, ethical behavior, and values. We use factor analysis to reduce 22 personal characteristics to five factors encompassing two terminal and three instrumental value sets, which we relate to (...) ethical behavior. Findings indicate that in popular cinema, the ethical behavior of accountants is positively associated with intrinsic terminal values, but negatively related to competency (instrumental) values. (shrink)

This book explores early childhood teacher educators' lived experiences in designing and implementing intentional play-based approaches in teaching pre-service teachers. Chapters cover action research, teaching stories about playful classroom practices, and diverse narratives about developing preservice teachers' positive views toward play. Early childhood teacher educators will be encouraged to (re) explore their beliefs about the roles of play and playfulness in higher education. Readers will learn playful strategies to actively engage pre-service teachers in building meaningful knowledge about play and how (...) to use play to support young children's learning across varied cultural contexts, experiences, and individual differences. (shrink)

By demostrating how Kapital is incomplete, The Incomplete Marx provides the basis for a re-interpretation of Marx that looks beyond the Marx of Kapital.

The recent corporate scandals in the United States have caused a renewed interest and focus on teaching business ethics. Business schools and their faculties are reexamining the teaching of business ethics and are reassessing their responsibilities to produce honest and truthful managers who live lives of integrity and ethical accountability. The authors recognize that no agreement exists among business schools and their faculties regarding what should be the content and pedagogy of a course in business ethics. However, the authors hold (...) that regardless of one’s biases regarding the content and pedagogy, the effective teaching of business ethics requires that the instructor in designing and delivering a business ethics course needs to focus particular attention on four principal questions: (1) what are the objectives or targeted learning outcomes of the course? (2) what kind of learning environment should be created? (3) what learning processes need to be employed to achieve the goals? and (4) what are the roles of the participants in the learning experience? The answers to these questions provide the foundations for any business ethics course. The answers are major determinants of the impact of a business ethics course on the thinking of students and the views on the ethical and professional accountabilities and responsibilities of managers in the workplace. (shrink)

Uncertainty is a pervasive feature in natural resource management. Adaptive management, an approach that focuses on identifying critical uncertainties to be reduced via diagnostic management experiments, is one favored approach for tackling this reality. While adaptive management is identified as a key method in the environmental management toolbox, there remains a lack of clarity over when its use is appropriate or feasible. Its implementation is often viewed as suitable only in a limited set of circumstances. Here we restructure some of (...) the ideas supporting this view, and show why much of the pessimism around AM may be unwarranted. We present a new framework for deciding when AM is appropriate, feasible, and subsequently successful. We thus present a new paradigm for adaptive management that shows that there are no categorical limitations to its appropriate use, the boundaries of application being defined by problem conception and the resources available to managers. In doing so we also separate adaptive management as a management tool, from the burden of failures that result from the complex policy, social, and institutional environment within which management occurs. (shrink)

We examine the equity valuation effect of press releases of upgrades or downgrades reflected in the Covalence Ethical Quote, an index ranking the ethical performance of multinational firms. The index is updated quarterly and is comprehensive enough to include 45 criteria reflecting working conditions, impact of product, impact of production, and company institutional impact. Thus, it captures many dimensions of firms’ ethical performance that are not accounted for in previous research. Our research encompasses a joint test of the value relevance (...) of the index itself and the impact of ethical reputation on a firm’s value. We find first a significant causal relationship between stock market reactions and changes in the CEQ. Specifically, disclosures of positive changes in firm ethical performance cause increases in firm value. Second, cross-sectional analysis indicates a positive association between changes in firm ethical performance and both its financial performance and its financial reporting quality. Collectively, these results suggest that the CEQ conveys information that is useful to investors. Further, corporate measures taken to increase ethical performance are associated with positive benefits to shareholders. Finally, investors have concluded that good news about their firms’ efforts to be ethical is worth the cost. (shrink)

Many urgent problems that societies currently face—from climate change to a global pandemic—require citizens to engage with scientific information as members of democratic societies as well as to solve problems in their personal lives. Most often, to solve their epistemic aims (aims directed at achieving knowledge and understanding) regarding such socio-scientific issues, individuals search for information online, where there exists a multitude of possibly relevant and highly interconnected sources of different perspectives, sometimes providing conflicting information. The paper provides a review (...) of the literature aimed at identifying (a) constraints and affordances that scientific knowledge and the online information environment entail and (b) individuals' cognitive and motivational processes that have been found to hinder, or conversely, support practices of engagement (such as critical information evaluation or two-sided dialogue). Doing this, a conceptual framework for understanding and fostering what we callonline engagement with scientific informationis introduced, which is conceived as consisting of individual engagement (engaging on one's own in the search, selection, evaluation, and integration of information) and dialogic engagement (engaging in discourse with others to interpret, articulate and critically examine scientific information). In turn, this paper identifies individual and contextual conditions for individuals' goal-directed and effortful online engagement with scientific information. (shrink)

The present study has two goals: to explore elementary students’ understanding of evidence and the ways they deploy it to construct arguments, and to examine whether eliciting their concept of evidence during argumentation improves students’ evidence-based reasoning. Individual semi-structured interviews were conducted with 4th and 6th graders in a public school in Mexico. We found significant differences between groups regarding the concept of evidence, with better performance in the older group. A positive correlation between the concept of evidence and the (...) quality of evidence-based reasoning was found. Also, three performance profiles were observed after eliciting the concept of evidence when grade was excluded as a factor. Results suggest that the concept of evidence plays an essential role in developing argumentative competence in pre-adolescence. (shrink)

There is a long tradition of the value of using film as a pedagogical tool. Such use spans a variety of business disciplines including organizational behavior (Smith 2009), accounting (Bay & Felton 2012), business ethics (Fisher, Grant & Palmer 2015) and cultural competency (Greene, Barden, Richardson & Hall 2014). Presented here is a recently developed course, Business in Film, which engages students in deep reflection on business issues with an emphasis on ethics and values. The course is structured around (...) a weekly film (mix of dramas and documentaries), 15 weeks, 15 films covering approximately 40 years. For each film, students prepare a 2-3 page reflection paper. Student feedback has been consistently positive, with comments along the themes of a greater appreciation of the intersection between business and the human experience, bringing to life ethical considerations, and a greater appreciation of the historical context of business events. (shrink)

We define humility as the ability to realistically assess one’s limitations and strengths. Unlike other moral virtues, humility has been found distinctively difficult to acquire. Our paper makes two significant contributions. Although the role and importance of humility have been clearly established in the literature, our paper is the first to empirically test a theoretically-posited inter-relationship between humility and the moral virtues. Our paper empirically tests this relationship, specifically between humility and the social virtues with the personal virtues acting as (...) a mediator. The second contribution of our paper is to present the design and delivery of a humility-embedded pedagogical teaching and learning approach using a professional ethics course. Essentially, we are suggesting a methodology that make ethics education more effective. We follow Sims and Felton : 297–312, 2006) analytical framework that incorporates targeted learning outcomes, environment, processes, and experience facilitated through a student-led pedagogical approach. We utilize the concept of “critical consciousness”, developed by Jagger and Volkman : 177–185, 2013), which is captured through the mechanisms of a Student Learning Portfolio and a Process-Oriented-Guided-Enquiry approach. Both these mechanisms incorporate critical self-reflection and the application of knowledge derived from experience. Our findings have significant implications for the effective teaching of ethics, and more generally for business and management education. (shrink)

'An extremely useful collection of the early evidence for writers of 'myth as history' -D. Felton, Bryn Mawr Classical ReviewThis is the first volume in a set of two. Volume 1 introduces and collects together the scattered quotations of the Greek writers of the sixth to the fourth centuries BC who first recorded in prose the tales of Greek mythology, whilst Volume 2 will be a scholarly commentary.

Karl Marx, philosopher of praxis — the theorist who rejected both the utopian socialists and the utopian putschists because of his core concept of the self-development of the working class through its own struggles. Was Marx necessarily limited because he lived and wrote in the nineteenth century – limited, not because capitalism was as yet ‘immature’, but because the proletariat was? Felton Shortall proposes that, able to observe neither the struggles for workers’ councils and Soviets nor ‘the limitations of (...) the workers’ council form of organisation’ as revealed by revolutionary experiences such as the ‘refusal to work’, Marx could not proceed beyond the dialectic of capital. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Aelius Théon: ProgymnasmataGeorge A. KennedyMichel Patillon, ed., avec l'assistance pour l'Arménien de Giancarlo Bolognesi. Aelius Théon: Progymnasmata. Paris: Les Belles Lettres, 1997. clvii + 229 pp. ( 1-120 double). Price not stated. (Editions Budé)Progymnasmata, handbooks of preliminary exercises in composition, are important sources for understanding Greek and Roman education and rhetoric and equally important in that the exercises they describe, including narrative, [End Page 476]fable, chria, encomium, ekphrasis, (...) synkrisis, prosopopoeia, and others, provided topics for literary genres in prose and poetry. Of the four surviving Greek treatises on progymnasmata, by or attributed to Theon, Hermogenes, Aphthonius, and Nicolaus, Pseudo-Hermogenes and Aphthonius were the most influential. There are good editions of them by Hugo Rabe and of Nicolaus by Joseph Felton, all in the Teubner series. Theon's work is the earliest treatment and in some ways the most interesting, for it shows the system of rhetorical education in a developing stage and, since it is addressed to teachers rather than to students, it has much to say about pedagogical method. It has, however, been available only in reprints of Leonard Spengel's Rhetores Graeci(II 59-130), originally published in 1854, and in copies of a dissertation by James R. Butts (Claremont Graduate School, 1986). The new Budé Theon, with its lengthy introduction, French translation, and extensive learned notes, at last makes the work accessible to scholars in its full form.The Greek manuscripts of Theon's treatise break off abruptly in the discussion of the exercise for and against a law and lack chapters at the end where Theon discussed reading aloud, listening, paraphrase, elaboration, and contradiction. In addition, the original order of chapters was altered by some editor in late antiquity to conform better to what is found in Pseudo-Hermogenes and Aphthonius. Forty years ago Italo Lana projected a new edition, restoring the original sequence, and published a valuable study of the Greek textual tradition (Turin 1959), but he never completed the edition. The probable reason is that about that time the existence of a full translation of the work into classical Armenian had come to be known from two manuscripts in the State Library in Erivan, Armenia. Butts was aware of the existence of the Armenian translation but had no direct access to the contents.The Armenian translation was made from a Greek text before the rearrangement of the chapters and before the loss of the concluding pedagogical chapters. Patillon, in collaboration with Bolognesi, has reconstructed the Greek text on which the translation was based. It was so literal as to be almost incomprehensible in itself, but by comparison with the Greek in the large part of the work where both survive it has proved possible to reconstruct the Greek original with some probability. Patillon makes much use of this reconstruction throughout his text and apparatus and prints the Armenian text of the otherwise lost chapters, with French translation but without the Greek reconstruction.On the basis of a notice in the SoudaTheon is probably to be identified with Aelius Theon of Alexandria. There is reference in a newly discovered part of the text (Patillon, p. 106) to Dionysius of Halicarnassus, which gives us a date after the first century B.C., and a possible reference to Theon in Quintilian (9.3.76), suggesting Theon may have been writing in the first century after Christ. The name Aelius might indicate a Hadrianic date but probably came into use in Egypt after the prefecture of Aelius Gallus in the Augustan period. [End Page 477]In any event, the work is clearly the earliest of the four major progymnasmatic treatises and has similarities to the Latin discussions of the exercises by Quintilian (1.9) and in Suetonius' De Grammaticis et Rhetoribus.Although there is much that deserves attention in the introduction and notes of this edition, readers will perhaps most want to know about passages where new readings in the Greek make a difference to the meaning and interpretation of passages, and also about the contents of the chapters that survive only in Armenian, here published for the first time. References are to page and line... (shrink)

Against the background of the Second World War and post-war cultural change in Australia, this review article discusses the establishment of the profession of art history and art curatorial scholarship in Australia in the 1940s and 1950s. The key figures in this transformation were Franz Philipp and Ursula Hoff (European ‘savant’ refugees from Nazism and anti-Semitism), and the British scholar Joseph Burke (appointed as Herald Professor of Fine Arts at Melbourne University). These figures played pivotal roles in Sir Keith Murdoch's (...) ‘civilizing mission’ to reform Australian culture – a mission centred on Melbourne University and the National Gallery of Victoria under its new director, Daryl Lindsay. Within the context of the ‘culture wars’ dividing the Australian art world at this time, these reformers and pioneering scholars found themselves opposed by a radical art avant-garde under the leadership of the art patron John Reed. The work of key modernist Australian artists, above all Sidney Nolan and Russell Drysdale, became touchstones for radical and conservative positions in this conflict. (shrink)