Learned Helplessness in Authoritarian Thinking
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Summer 2003.Book
NEW YORK INTERNATIONAL LAW REVIEW Summer 2003 Vol. 16, No. 2 Articles Brazil and the MST: Land Reform and Human Rights Kevin E. Colby..........................................................................................1 Was the Supreme Court Right? A Closer Look at the True Nature of Removal Proceedings in the 21st Century Michelle Rae Pinzon...............................................................................29 The Other Side of the Coin: A Look at Islamic Law as Compared to Anglo-Amercican Law—Do Muslim Women Really Have Fewer Rights Than American Women? Kathleen A. Portuán Miller....................................................................65 Trademarks Under the North American Free Trade Agreement (NAFTA) With References to the New Trademark Law of Spain, Effective July 31, 2002, and the Current Mexican Law Roberto Rosas.......................................................................................147 Recent Decisions Europe Movieco Partners Limited v. United Pan-Europe Com. N.V...191 Expedited appeal in bankruptcy denied on issue of extraterritoriality. Wimmer Canada, Inc. v. Abele Tractor & Equipment Co., Inc. ..........197 Canadian court may have jurisdiction, even if no basis under New York Uniform Foreign Country Money- Judgments Recognition Act. Nedagro B.V. v. Zao Konversbank........................................................203 Motion to defer granted because of international comity, and to avoid an inconsistent result. Newbridge Acquisition v. Grupo Corvi ................................................211 -
Evolution and Moral Ecology
Evolution and Moral Ecology Timothy Dean A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy School of Humanities and Languages Department of Philosophy University of New South Wales September 2014 THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Dean First name: Timothy Abbreviation for degree as given in the University calendar: PhD School: School of Humanities and Languages Faculty: Philosophy Title: Evolution and Moral Ecology Abstract Moral diversity is often dismissed as being something to explain away en route to discovering the correct answers to moral questions, particularly by those who adopt a realist metaethical perspe ctive. In this thesis I argue that moral diversity is actually far more interesting than this perspective might suggest, and that understanding the causes and dynamics of moral diversity can tell us something about the nature of morality itself. I draw on the tools of evolutionary biology, game theory and moral psychology to give an account of the existence and variation of moral and norms, and how they change over time. I argue that morality can be seen as a kind of cultural technology, the function of whi ch is to help solve the problems of social living in order to facilitate prosocial and cooperative behaviour. However, the optimal solutions to the problems of social living depend on the state of the physical and social environments in which those solutio ns operate. As such, few, if any, norms or attitudes optimally satisfy the function of morality in every environment. Furthermore, the existence of other norms or attitudes within an environment effectively alters that environment such as to impact the suc cess of other norms and attitudes, introducing another element of dynamism to moral systems. -
Games/Simulations About Environmental Issues Existing Tools and Underlying Concepts Markus Ulrich
In: Gaming/Simulation for Policy Development and Organizational Change. Jac Geurts, Cisca Joldersma, Ellie Roelofs, eds. Proceedings of the 28th Annual International Conference of the International Simulation and Gaming Association (ISAGA), July 1997, Tilburg, The Netherlands, pp. 301-311. Games/Simulations About Environmental Issues Existing Tools and Underlying Concepts Markus Ulrich UCS Ulrich Creative Simulations, Zurich, Switzerland [email protected] www.ucs.ch 1. Introduction The method of simulation and gaming (Duke, 1974, Heitzmann, 1983, Gredler, 1992, Lane, 1995, Dolin and Susskind, 1992) is well suited for dealing with complex interrelated problems as characterised by Sterman (1990) or Dörner (1989). The method has a significant potential in the application to environmental problems and sustainable development. This paper gives a survey of simulation games on environmental issues and analyses their objectives, their underlying models and further characteristics (for a detailed description refer to Ulrich, 1998). The intention is twofold. First, to give a practical assistance to all those looking for simulation games on environmental issues, thus fostering their use in education, conflict resolution and related fields. Second, to contribute to a clearer understanding of design characteristics of simulation games and, in particular, of the types of models used as the core of simulation games. In Ulrich (1997a), three simulation games have been evaluated in respect to their underlying models. In this paper, we focus on the particular strength of different model types to specific learning objectives and scopes of simulation games. 2. Survey of existing simulation games on environmental issues The survey is based on the first 27 volumes of the journal Simulation & Gaming, on searches on the world wide web (WWW), and queries on two e-mail discussion lists (system dynamics list, GSPE-NL list). -
The Authoritarians Bob Altemeyer Associate Professor
The Authoritarians Bob Altemeyer Associate Professor Department of Psychology University of Manitoba Winnipeg, Canada Copyright ©, 2006 by Bob Altemeyer Table of Contents Preface Acknowledgments Dedication Introduction Chapter 1 Who Are the Authoritarian Followers? Chapter 2 The Roots of Authoritarian Aggression, and Authoritarianism Itself Chapter 3 How Authoritarian Followers Think Chapter 4 Authoritarian Followers and Religious Fundamentalism Chapter 5 Authoritarian Leaders Chapter 6 Authoritarianism and Politics Chapter 7 What=s To Be Done? Preface I realize that my making this book available for free on the internet raises questions about my judgment, especially since I am a psychologist. The well-known theory of cognitive dissonance says that people will value something more if they pay a lot of money to get it. So how much will people value what they get for free? Also, if somebody can make money off a book, how much common sense can he have if he gives it away? Why should you read a book written by someone who has so little common sense? There=s a lot of convincing evidence that dissonance theory is right, and so I am running the risk of your saying, AIt can=t be any good if it=s free.@ But there is another psychological principle which says if people experience something that meets a need, it will be a rewarding experience. So even though this book is free, I hope that you will find it worth your reading, and that if you think it=s a good book, you will tell others about this web site so they can read it too. -
Geographic Issues of the 21St Century
Senior 2 Social Studies Geographic Issues of the 21st Century Manitoba Curriculum Framework of Outcomes and A Foundation for Implementation SENIOR 2 SOCIAL STUDIES: GEOGRAPHIC ISSUES OF THE 21ST CENTURY Manitoba Curriculum Framework of Outcomes and A Foundation for Implementation 2006 Manitoba Education, Citizenship and Youth Manitoba Education, Citizenship and Youth Cataloguing in Publication Data 910 Senior 2 social studies : geographic issues of the 21st century : Manitoba curriculum framework of outcomes and a foundation for implementation Includes bibliographical references. ISBN-13: 0-978-0-7711-3589-7 ISBN-10: 0-7711-3589-0 1. Geography—Study and teaching (Secondary). 2. Geography—Study and teaching (Secondary)—Manitoba. 3. Social sciences—Study and teaching (Secondary). 4. Social sciences—Study and teaching (Secondary)— Manitoba. 5. Canada—Geography—Study and teaching (Secondary). I. Manitoba. Manitoba Education, Citizenship and Youth. II. Geographic issues of the 21st century : Manitoba curriculum framework of outcomes and a foundation for implementation. Copyright © 2006, the Crown in Right of Manitoba as represented by the Minister of Education, Citizenship and Youth. Manitoba Education, Citizenship and Youth, School Programs Division, 1970 Ness Avenue, Winnipeg, Manitoba R3J 0Y9. Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education, Citizenship and Youth. Errors or omissions will be corrected in a future edition. Sincere thanks to the authors and publishers who allowed their original material to be adapted or reproduced. Some images © 2006 www.clipart.com Geographic Issues of the 21st Century SENIOR Acknowledgements 2 Manitoba Education, Citizenship and Youth gratefully acknowledges the contributions of the following individuals in the development of Senior 2 Social Studies: Geographic Issues of the 21st Century, Manitoba Curriculum Framework of Outcomes and A Foundation for Implementation. -
The Authoritarian Specter
The Authoritarian SPecter BOB ALTEM E YER HARVARD UNIVERSITY PRESS Cambridge, Massachusetts London, England '1996 Previous Research 7 SITUATIONS VERSUS PERSONALITY Stanley Milgram's (1974t famous experiments on obedience provide a clear and highly relevant example. Men recruited through newspaper ads were ma- neuvered into being the Teacher in a supposed experiment on the effects of electric shock upon learning. Although the "Learner" (a Milgram confederate) never received any shocks, the situation was masterfully convincing. The Teachers had every reason to believe they were inflicting terrible pain on the Learner soon after the experiment began. By the end of the session, if the subjects did not stop it, they could easily have believed the next shock would kill the unconscious Learner, if he was not already dead. The point of the Previous Research-1 on Right-\fing experiment was to see when subjects would defy their local authority, the Experimenter, and shock no more.3 Authoritarianism Most people are shocked themselves when they learn that in Milgram's basic experiment, almost all of the Teachers threw switches thât would have inflicted great pain on the victim. And most of the men threw switches rep- resenting stronger and sfronger shocks until they ran out of switches at 450 volts. That is, they completely obeyed the Experimenter-unwillingly to be sure, but completely, to be sure. ,.right-wing I mean the covariation of three attitudinal By authoritarianism" If you believe with me that Milgram's subjects were horrified at what was clusters in a person: happening, their compliance in itself demonstrates the power of situations 1. -
Canada in the Global Context 3 CLUSTER Cluster 3 Learning Experiences: Canada in the Overview GRADE Global Context 9 3 CLUSTER
Canada in the Contemporary World GRADE 9 Canada in the Global Context 3 CLUSTER Cluster 3 Learning Experiences: Canada in the Overview GRADE Global Context 9 3 CLUSTER 9.3.1 Living in the Global Village KL-025 Identify on a world map countries in which events of global significance are taking place. KG-035 Evaluate Canadian perspectives regarding current global issues. KG-036 Give examples of decisions that reflect the responsibilities of global citizenship. Include: personal and national decisions. KG-037 Compare media portrayals of current issues. Include: local, national, international sources. VG-012 Be willing to consider local, national, and global interests in their decisions and actions. 9.3.2 Canada’s Global Responsibilities KG-034 Give examples of Canada’s connections with other nations. Examples: trade, communication, environment, entertainment, sports... KG-038 Give examples of Canada’s participation within international organizations. Examples: United Nations, Commonwealth, la Francophonie, Olympics... KG-039 Evaluate Canada’s contributions to international aid and development. Include: government and NGOs. KG-040 Assess the implications of Canada’s military role in contemporary conflicts. VG-011 Appreciate Remembrance Day as a commemoration of Canadian participation in world conflicts. 9.3.3 Living in an Industrialized Consumer Society KE-048 Describe characteristics of Canada as an industrialized nation. KE-049 Evaluate implications of living in a consumer-based economy. Examples: social, political, environmental... KE-050 Give examples of the cultural, political, and economic impact of globalization on Canada. Include: transnational corporations. KE-051 Analyze possible consequences of their consumer choices. VE-017 Be willing to consider the impact of their consumer choices. -
Sustainable Development Scenarios for Rio+20
EGM on SD21 Study, New York, 5-6 April 2012 The “SD21 scenario process” Sustainable development scenarios for Rio+20 R. Alexander Roehrl DESA-DSD Why scenarios? • Minimum level of coherence, consistency and feasibility check. • Help envisioning futures and inspire action (“what if?”) • Good governance calls for participative scenario analysis • An art, not a science! • Processes to link science, policy, and businesses 2 Areas considered What is sustainable development? Values What is to be For how What is to be sustained? long? developed? • Freedom Nature 5, 10, 20, People • Equality • Earth 50, 100 • Child survival • Solidarity • Biodiversity years, • Life expectancy • Tolerance • Ecosystems forever, • Education • Respect for etc. • Equity, Equal opportunity nature • Human security • Shared Life support Economy responsibility • Ecosystem services • Wealth •…. • Resources • Productive sectors • Environment • Consumption Community Society • Peace • Institutions • Cultures • Social capital • Groups • States • Places • Regions 3 Adapted from NRC (1999) and Kates et al. (2005). What we originally wanted to do? (December 2010) 1. Review of models, scenarios and science-policy interaction since 1992 2. Scenario meta-analysis 3. SD21 sustainable development scenarios 4. Debate on extreme events • Approach: – Participative; Open-source, open-data process; – Comprehensive coverage of all sectors, modeling approaches, and worldviews; – Backcasting 4 Suggested scenario “families” (Jan. 2011) “Partial” Other long- Scenario GHG concen- Endpoints / -
Sacred Forests: a Sustainable Conservation Strategy? the Case of Sacred Forests in the Ouémé Valley, Benin
Sacred forests: a sustainable conservation strategy? The case of sacred forests in the Ouémé Valley, Benin Author: Amandine Soury MSc of International Development studies Wageningen, 1 st March 2007 Thesis supervisor: Prof Dr. Kris van Koppen Environmental Policy Group (ENP) Department of Social Sciences Wageningen University, the Netherlands Field supervisor: M. Sévérin Tchibozo Manager NGO CERGET Laboratoire d’Ecologie Appliquée Cotonou, Benin ii Sacred forests: a sustainable conservation strategy? The case of sacred forests in the Ouémé Valley, Benin Author: Amandine Soury MSc of International Development studies Wageningen, 1 st March 2007 Thesis supervisor: Prof Dr. Kris van Koppen Environmental Policy Group (ENP) Department of Social Sciences Wageningen University, the Netherlands Field supervisor: M. Sévérin Tchibozo Manager NGO CERGET Laboratoire d’Ecologie Appliquée Cotonou, Benin iii CCColophon Soury, Amandine [email protected]; [email protected] Sacred forests: a sustainable conservation strategy? The case of sacred forests in the Ouémé Valley, Benin Master Thesis, Wageningen University Social Sciences, Environmental Policy group Supervisor : Dr. Kris Van Koppen; Field supervisor : M. Sévérin Tchibozo. The pictures presented on the cover are (from the left to the right) the Ouémé River - picture take between Akpadanou and Dékanmè-; The sacred forest of Kpinkonzoun and a Twin temple located in the sacred forest of Bidonouzoun, Abomey. All the pictures and figures in the report without specific indication of source are made by the author. All rights reserved. No section of the report may be reproduced in any form, by copy or print or any other mean, without explicit reference to the author. Copyright © 2007 by Amandine Soury iv ABSTRACT As opposed to the neighbouring countries, Benin counts only few areas covered by tropical forests. -
The Rights Angle Act#499CC6
The Rights Angle: Human Rights Education Using the Newspaper Part Two: Overheads, Handouts and Websites for all Provinces and Territories by the Alberta Civil Liberties Research Centre ALBERTA CIVIL LIBERTIES RESEARCH CENTRE Table of Contents Handouts ................................................................................................ 3 Overheads............................................................................................. 35 Web Sites ............................................................................................. 44 2 ALBERTA CIVIL LIBERTIES RESEARCH CENTRE Handouts Handout # 1 The Sinking Ship of Rights The right to food and water The right to be different The right to be loved The right to leisure time The right to watch TV The right to learn The right to be listened to The right to a clean environment The right to vote The right to be treated with politeness and respect 3 ALBERTA CIVIL LIBERTIES RESEARCH CENTRE Handout #2 WORDSEARCH Find these words in the word search on the following page 1. Aboriginal rights 32. Human rights 2. Abortion 33. Immigrant 3. Action 34. Indigenous people 4. Adverse effect 35. Land mines 5. Babylonia 36. Liberalism 6. Basic needs 37. Liberty 7. Capital punishment 38. Life 8. Censorship 39. Magna Carta 9. Child labour 40. Migrant 10. Citizenship 41. Minority 11. Civil and political rights 42. Newspaper 12. Commission 43. Persecution 13. Defamation 44. Pornography 14. Democracy 45. Poverty 15. Deportation 46. Prejudice 16. Dictatorship 47. Publication ban 17. Direct 48. Race 18. Disabled 49. Racism 19. Discrimination 50. Referendum 20. Displaced people 51. Refugee 21. Economic, social and cultural rights 52. Reproductive rights 22. England 53. Responsibilities 23. Equality 54. Sexual orientation 24. Ethnic cleansing 55. Slavery 25. Euthanasia 56. Stereotypes 26. Exile 57. Systemic 27. Freedom of expression 58. -
The Cord Weekly
—Wednesday, November 17, 1999 Volume 40, Issue 14" SWlif'Vtor-y winner Too rmucfeyiolence? theCord ■ « 10 W 3 News 60pinion 8 International 10 Featu r e s 12 StudentLife 14 Sports 16 Entertainment 18Arts 19 C lassifieds Dalhousie national champs close. neath the After that McGill Woodie Brown great game to keep the score goalie. controlled the ball and whenever Finally, though, Dalhousie was too and scored three in laurier did to it they Laurier was the proud host of the strong they goals manage get with looked National CIAU Women's Soccer only nine minutes. could do nothing it. It as first the Championship this week. The Near the end of the half, though they were just chasing Laurier close all Golden Hawks struggled throughout came to scoring sever- ball game. the end of the half most of this but finished it al times but could not it in. Finally, near year put and for I lawk Jackson the Hawks together a number of strong were hoping a good Eventually, Cathy put scored kick that but showing in front of the home crowd. on a corner just good scoring opportunities were solid foot or head on The 1995 Champs hosted the made it through the keeper's hands, unable to get a Alberta Pandas, Ottawa Gee-Gees, but it was not enough. Dalhousie the ball. McGills keeper pounced on be cruised to an 5-2 over a shot that to over Guelph Gryphons, Dalhousie Tigers easy victory appeared just the but the official said to and McGill Martlets. the Golden Hawks. -
Reality Enthusiast Anti-Theist for Social Justice. June 5, 2013 Bob Altemeyer's “The Authoritarians” the Game in October O
Reality Enthusiast Anti-theist for social justice. June 5, 2013 Bob Altemeyer’s “The Authoritarians” The Game In October of 1994, University of Manitoba psychology professor Bob Altemeyer performed an experiment. After screening participants using a personality survey disguised as an opinion poll, he selected 68 highly authoritarian college students to play a political governance and resource management simulation called the Global Change Game. In this game, each player represents 100 million people in one of nine different regions of the world. Play consists of making decisions about how to deal with various social, economic, and environmental matters. Each player’s viability depends on three factors: food, health care, and employment. Lose access to one factor, and you earn a black armband. Earn three black armbands and all the people you represent die. A worldwide environmental crisis occurs at a randomly determined point during game play, testing the players’ ability to respond to a global emergency. The game also involves regional leaders, called “Elites”, who control their region’s bank account, which they can use to buy factories, hospitals, armies, and so on. They’re allowed to travel the world, to make deals with other Elites, and to declare war if they can gather enough support from their fellow region members. Success in war means increased territory and assets. Elites can also secretly funnel some of their region’s money into their own pockets. (Unbeknownst to the rest of the players, the Elites are simultaneously vying for the prize of World’s Richest Person.) The Global Change Game was originally designed to educate students about various challenges facing the modern world, including population growth, hunger, climate change, international relations, war, and resource distribution.