Search

This paper discusses the importance of quality education in the field of sustainability. The paper highlights four different types of education related to sustainability, including environmental sustainability education, social sustainability education, education for sustainable development (SE), and green skills education. The statistical information on these types of education is summarized and presented in a table format. The paper concludes by emphasizing the need for increased access to education in the field of sustainability to prevent environmental degradation and social problems and to prepare individuals for jobs that contribute to sustainable development. [ABSTRACT FROM AUTHOR]

Counterfeiting has become a major social problem because of the consequences for consumers, businesses and governments. The objective is to describe the current state of counterfeiting research, define the main thematic areas, identify gaps and highlight key findings. A bibliometric analysis of the growing number of publications addressing the counterfeiting problem in the existing literature is conducted. The articles are taken from a search of the Scopus database. After excluding some scientific‐technological subareas, 1984 papers are analyzed, to which 23 outstanding papers were added at a later stage. In more recent years, most of the articles focus on the development of technologies. Four conceptual areas have been identified: technological development, social behavior, economic aspects and legal aspects. The latter two are the least studied. Also identified in the social area are two topics of interest that have been little addressed, namely, the effect of prior purchase experience and the development of theories describing consumer behavior towards counterfeits. The value derived from this research is the identification of new lines of research with the economic and legal area, it would be of interest to initiate a research program that studies what proportion of counterfeits are sanctioned, to which interest group the sanction is directed and if the sanction is proportional to the damage caused to society and the company. In addition, with regard to the study of counterfeit consumer behaviour, its development can provide information to guide the definition of public awareness strategies and help to adapt companies' marketing campaigns. [ABSTRACT FROM AUTHOR]

The dissemination and reception of Bernard Bolzano's ideas were not only mediated by his personal circumstances and context but also by the vicissitudes of his work. This paper traces the fate of his works from his death in 1848 to the publication of the first volume of his Gesamtausgabe in 1969, and it does so with the help of one of the last published volumes of this edition, namely the Bolzano‐Gesamtbibliographie 1804–1999. As the paper shows, this book is more than a mere list of publications and constitutes a highly valuable resource for anyone interested in Bolzano studies, the use of which is explained in detail. [ABSTRACT FROM AUTHOR]

Critical discursive analyses offer possibilities for equity‐oriented research, and are a resource for addressing resistant social problems, such as child neglect and abuse (CN&A). A key challenge for discourse analysts in health disciplines is the tensions between materiality and social constructions, particularly at the site of the body. This paper describes how Donna Haraway's ideas of figuration and technobiopower can augment critical discourse analysis to address this tension. Technobiopower, an intensification of biopower in the context of technoscience, is seen as underpinning the melding of material and semiotic practices. The subject is no longer a material body, but a hybrid body that exists in tropic figuration between the real and unreal. This paper uses an analysis of the figuration of The Monstrous Perpetrator from a study of nursing responses to CN&A to illustrate how Haraway's figuration aligns with and provides an analytical tool to extend critical discursive analyses. Specifically, this methodology offers new ways to identify the discursive qualities of bodies, and how material aspects of bodies are exaggerated, concealing their hegemonic ideologies and discriminatory effects. By identifying discourses within or inscribed upon the body, they can be disrupted, opening new possibilities for social change. [ABSTRACT FROM AUTHOR]

David Chalmers has recently developed a novel strategy of refuting external world skepticism, one he dubs the structuralist solution. In this paper, I make three primary claims: First, structuralism does not vindicate knowledge of other minds, even if it is combined with a functionalist approach to the metaphysics of minds. Second, because structuralism does not vindicate knowledge of other minds, the structuralist solution vindicates far less worldly knowledge than we would hope for from a solution to skepticism. For, solipsism threatens surprisingly vast swathes of worldly knowledge across multiple domains, including at least some knowledge about: political affairs, religious practices, artistic movements, historical events, and cultural trends. Third, the significance of these results exceeds their implications for the structuralist solution; these results suggest that no solution to external world skepticism which does not also solve the problem of other minds will ultimately yield the kind of solution we might have hoped for. Relatedly, these results suggest that the problem of external world skepticism should perhaps be construed as two different problems, since the problem might turn out to require two substantively different solutions, one for knowledge of the kind that is not dependent on other minds and one for knowledge that is. [ABSTRACT FROM AUTHOR]

BACKGROUND: Youth violence, victimization, and bullying are pervasive in schools across the United States and are detrimental for learning and healthy development. K‐12 school safety is an increasingly urgent issue to research and understand from multiple perspectives. Physical and psychological safety in school is linked to better student and school outcomes and is fundamental to fostering well‐being and prosocial behavior. METHODS: Despite research demonstrating positive outcomes associated with school safety, there is no comprehensive conceptual model in the literature that considers precursors, strategies, mechanisms, and outcomes of school safety together. The current paper presents an equity‐centered comprehensive model of school safety, which is intended as a holistic representation of the multiple factors and pathways that contribute to school safety and positive youth development. RESULTS: This model can guide research and practice through an equity‐centered and comprehensive approach. This model can enable practitioners, researchers, and policymakers to make informed decisions and reach consensus regarding planning and decisions related to reducing violence and establishing supportive school environments. CONCLUSION: Our model suggests that a comprehensive approach can ensure the safety and well‐being of students and staff. By thinking ecologically, schools, communities, and stakeholders can ensure that all aspects of the school context are included in school safety. [ABSTRACT FROM AUTHOR]

Drawing on a Critical Physical Geography perspective, this paper problematises conceptualisations of the Anthropocene landscape of the Waimatā catchment on the East Cape, Gisborne district of Aotearoa New Zealand, through three lenses: forestry, restoration and indigeneity. Historical practices of arbitrary land division and resultant unsustainable forestry have caused multiple environmental, social and cultural problems within the catchment. Despite significant efforts of restoration groups and volunteers to remedy this, as yet programmes do not align with holistic Māori ideologies of seeing themselves as the land from which they trace their tribal identity. Fragmentation of the land has disrupted senses of identity and place. A kinship‐based worldview between humans, the universe and everything in it suggests a more holistic lens through which humans are conceived as inseparable from nature. Such a more‐than‐human lens exposes a critical flaw in interpretations of the Anthropocene. Even when only considering its lexical construction, the word ‘Anthropocene’ innately centres the human. Continued use of such framings extends inequitable and unjust practices that imprint colonial forcings on the landscape and its people in ways inconsistent with intertwined Māori views of people, land and ancestors. No matter the lens through which it is interpreted, the Anthropocene term has little practical value in Aotearoa New Zealand, especially when considered in relation to emerging socio‐natural river‐centric perspectives. [ABSTRACT FROM AUTHOR]

Since slavery, racism and discrimination have continued to impact the social outcomes of Blacks despite efforts and laws put into place to alleviate the disadvantages. A contemporary project developed by Nikole Hannah‐Jones and the New York Times called for the re‐examination of the legacy of slavery. With re‐examining the consequence of slavery, the lens has been widened, resulting in a more robust interpretation of racism. Social issues have historic roots and thus require a multilayered approach to map out and examine the culminated effects of phenomenon. In this paper, the author uses Beckert and Rockman's DNA analogy (2016) to merge biology, history, and sociology to provide a critical overview of theories of racism that have emerged since slavery, and to detail the phenomenon of contemporary racism. By connecting past eras of racism using something familiar, racial discourse can potentially move beyond the frustration of racism being a permanent entity in society. [ABSTRACT FROM AUTHOR]