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This is a study of the problems of state formation and the revolutionary disintegration of the state in Iran.The analysis is organized around four interrelated themes which account for an important aspect of the social origins of Iranian revolution: namely, the role of the state, its specific relations both to international developments and domestic classes, and economic conditions. The study, therefore, is an interpretive history of the pattern of class formation and class alignment/conflict via the state with particular emphasis on the role of the state in this process. The main proposition of the study is that the Iranian revolution was a product of the contradictions of combined and uneven capitalist development in Iran. It was not Islamic ideology and/or Shia discourse that radicalized the revolutionary processes, but the power struggle itself brought the radicalization of the revolution. Many of the slogans and key concepts during the revolutionary process were essentially democratic and borrowed from the West. But once the Pahlavi regime was swept aside, the drive toward Islamization began. If there were any ideological guiding force behind the revolution, the only ideology with a hope of mass support was populism which Khomeini incorporated all its significant aspect, appealing to the people s sense of: nationalism, respect for liberty and freedom, economic well-being, cultural heritage, and self-respect. This ideological mobilization was not possible without the contribution of moderate, secular, and leftist groups. Exclusive concentration on the oppositional potential of Shiaism and its tradition of struggle and the organizational power of the mullahs embedded in their control over the mosques and bazaars, however, has led many analysts to focus largely on the ideologies origins and leader who advocated them. Thus they confuse the process of tactical coalition formation, in which different social groups shift their support to favor such leaders, with the process of ideological conversion, in which the participants tend to adhere to leaders ideologies. Failing to distinguish political coalition from ideological conversion, such analyses treat Shia Islam as it had a universal appeal to all social groups and classes. Shia ideology and/or Islam played no role or did little in the conflicts and collective actions of Iranian workers and entrepreneurs (bazaaris) who constituted the central actors in revolutionary conflicts and overthrow of the Shah s regime. ; This is a study of the problems of state formation and the revolutionary disintegration of the state in Iran.The analysis is organized around four interrelated themes which account for an important aspect of the social origins of Iranian revolution: namely, the role of the state, its specific relations both to international developments and domestic classes, and economic conditions. The study, therefore, is an interpretive history of the pattern of class formation and class alignment/conflict via the state with particular emphasis on the role of the state in this process. The main proposition of the study is that the Iranian revolution was a product of the contradictions of combined and uneven capitalist development in Iran. It was not Islamic ideology and/or Shia discourse that radicalized the revolutionary processes, but the power struggle itself brought the radicalization of the revolution. Many of the slogans and key concepts during the revolutionary process were essentially democratic and borrowed from the West. But once the Pahlavi regime was swept aside, the drive toward Islamization began. If there were any ideological guiding force behind the revolution, the only ideology with a hope of mass support was populism which Khomeini incorporated all its significant aspect, appealing to the people s sense of: nationalism, respect for liberty and freedom, economic well-being, cultural heritage, and self-respect. This ideological mobilization was not possible without the contribution of moderate, secular, and leftist groups. Exclusive concentration on the oppositional potential of Shiaism and its tradition of struggle and the organizational power of the mullahs embedded in their control over the mosques and bazaars, however, has led many analysts to focus largely on the ideologies origins and leader who advocated them. Thus they confuse the process of tactical coalition formation, in which different social groups shift their support to favor such leaders, with the process of ideological conversion, in which the participants tend to adhere to leaders ideologies. Failing to distinguish political coalition from ideological conversion, such analyses treat Shia Islam as it had a universal appeal to all social groups and classes. Shia ideology and/or Islam played no role or did little in the conflicts and collective actions of Iranian workers and entrepreneurs (bazaaris) who constituted the central actors in revolutionary conflicts and overthrow of the Shah s regime.

The digitization process is widespread and unrelenting. Compared with other European countries, Spain has a good position in the latest data compiled in the Digital Economy and Society Index. Direct use of communication and information technologies is high among the regions in Spain, where the national average in the region of Valencia stands out. However, despite this context, differences between population groups continue to be observed in different dimensions of the digital divide. This article explores this multidimensional gap among the midlife and older adult population. The research design adopts a mixed-method sequential design (questionnaire-based survey, follow-up with semi-structured interviews) to explore social positions in relation to access and use of technologies and the meanings that people ascribe to such positions and actions. A telephone survey was conducted with 1,800 people over 54 years of age residing in Valencia in September 2021, followed by 67 in-depth interviews. The results suggest that demographic and socioeconomic characteristics (level of education, age, and gender) determine people's position in the digital divide. Qualitative discourses qualify these results by elucidating key aspects that could be acting as protectors of digital and social exclusion. They are related to the social and family context and the characteristics of digital service providers. The findings are useful to guide both public policies to promote digital inclusion and private market actors when designing their digital strategies.

This open access book considers the development of the sharing and collaborative economy with a European focus, mapping across economic sectors, and country-specific case studies. It looks at the roles the sharing economy plays in sharing and redistribution of goods and services across the population in order to maximise their functionality, monetary exchange, and other aspects important to societies. It also looks at the place of the sharing economy among various policies and how the contexts of public policies, legislation, digital platforms, and other infrastructure interrelate with the development and function of the sharing economy. The book will help in understanding the future (sharing) economy models as well as to contribute in solving questions of better access to resources and sustainable innovation in the context of degrowth and growing inequalities within and between societies. It will also provide a useful source for solutions to the big challenges of our times such as climate change, the loss of biodiversity, and recently the coronavirus disease pandemic (COVID-19). This book will be of interest to academics and students in economics and business, organisational studies, sociology, media and communication and computer science.

"The Routledge History of World Peace since 1750 examines the varied and multifaceted scholarship surrounding the topic of peace and engages in a fruitful dialogue about the global history of peace since 1750. Interdisciplinary in nature, the book includes contributions from authors working in fields as diverse as history, philosophy, literature, art, sociology, and Peace Studies. The book crosses the divide between historical inquiry and Peace Studies scholarship, with traditional aspects of peace promotion sitting alongside expansive analyses of peace through other lenses, including specific regional investigations of the Middle East, Africa, Latin America, and other parts of the world. Divided thematically into six parts that are loosely chronological in structure, the book offers a broad overview of peace issues such as peacebuilding, state building, and/or conflict resolution in individual countries or regions, and indicates the unique challenges of achieving peace from a range of perspectives. Global in scope and supported by regional and temporal case studies, the volume is an essential resource for educators, activists, and policymakers involved in promoting peace and curbing violence as well as students and scholars of Peace Studies, history, and their related fields."

This study investigates the climate-related vulnerabilities of agricultural communities in (post)occupation environments. Following the Intergovernmental Panel on Climate Change (2012: 5), vulnerability is understood as the propensity or predisposition to be adversely affected by hazards or stresses, where climatic stresses are mediated by social vulnerabilities. Military occupation by foreign armed forces comprises an exceptional but under-researched condition of social vulnerability to climate-related stresses. We define (post)occupation as areas with current or historically recent experience of military occupation. The three study areas reflect distinct stages of occupational control within the same regional watershed (Jordan Basin). They encompass: protracted military occupation (West Bank), annexation (Golan Heights) and post-occupation (southern Lebanon). That the coercive control regime for all three areas is, or was, administered by the Israeli state (military or civil administration) creates a governance linkage for comparative analysis. This research project is the first comparative study of climate vulnerability in conditions of (post)occupation. While each of the three areas has

The idea of police occupational culture or cop culture has been a source of academic interest and debate since research into policing began in earnest in the 1960s. Police culture has become a lens through which a number of aspects of the police and policing more broadly have been studied, including the use of discretion, police corruption, institutional racism, sexism and police reform. For the most part, these studies have been done in topical isolation from each other and have focused rather narrowly on Anglo-American state policing forms. Using studies from Australia, Britain, the United States, Africa and Canada, this book offers a contemporary look at police culture from an international perspective by questioning established silos in topics, by presenting new ways of thinking about police culture and suggesting forms that police culture is likely to take in the future.In revisiting the meaning of police culture in the light of key developments in the field of policing, including the pluralization of policing governance and delivery, new management practices and the increased diversification and representation within police organizations, the chapters in this book offer both explanatory and normative approaches to the topic. The chapters also point to new topics in police cultural studies, such as the impact of tertiary education opportunities on police culture, police unions as counter-cultural groupings, the coming together of private and public policing cultures, and the impact of new identity groupings on police organizational culture.Students and researchers in police and policing studies, crime and criminal justice, as well as police practitioners themselves, should find this volume of the "Sociology of Crime, Law and Deviance" series a particularly interesting read. It presents a timely reassessment of the new dimensions of police occupational culture Proposes a new schema for thinking and writing about policing culture. It considers aspects of the police occupational culture from an international perspective through including studies from Australia, Britain, the United States, Africa and Canada - one often neglected in Anglo-American research. It revisits the meaning of police culture in the light of key developments in the field of policing including the pluralization of policing governance and delivery; new management practices and the increased diversification and representation within police organizations.

International audience ; This paper analyzes the introduction of fundamental physics in design education as a pedagogical method that trains designers to create with the unknown. It studies how three workshops offered design students to work on: superconductivity in 2011, quantum physics in 2013 and light and optics in 2014. The authors observe that introducing physics in a design curriculum was thought in terms of an "a fortiori" education program that would help practitioners to come up with pertinent questions and responses even if they cannot comprehend all aspects of the problem. The authors looked at how the workshops were handled and suggest that the educational framework had five goals that correspond to a model of design: affective (how to cope with uncertainty), reflexive learning (how to cope with processes rather than contents), cognitive (how to cope with non knowledge), economic (how to cope with the industrial society of innovation), and political (how to cope with the equality of disciplines and "indiscipline"). Interdisciplinarity in design education is organized so as to teach students how to be creative (Cross, Christiaans, and Dorst)

International audience ; This paper analyzes the introduction of fundamental physics in design education as a pedagogical method that trains designers to create with the unknown. It studies how three workshops offered design students to work on: superconductivity in 2011, quantum physics in 2013 and light and optics in 2014. The authors observe that introducing physics in a design curriculum was thought in terms of an "a fortiori" education program that would help practitioners to come up with pertinent questions and responses even if they cannot comprehend all aspects of the problem. The authors looked at how the workshops were handled and suggest that the educational framework had five goals that correspond to a model of design: affective (how to cope with uncertainty), reflexive learning (how to cope with processes rather than contents), cognitive (how to cope with non knowledge), economic (how to cope with the industrial society of innovation), and political (how to cope with the equality of disciplines and "indiscipline"). Interdisciplinarity in design education is organized so as to teach students how to be creative (Cross, Christiaans, and Dorst)

International audience ; This paper analyzes the introduction of fundamental physics in design education as a pedagogical method that trains designers to create with the unknown. It studies how three workshops offered design students to work on: superconductivity in 2011, quantum physics in 2013 and light and optics in 2014. The authors observe that introducing physics in a design curriculum was thought in terms of an "a fortiori" education program that would help practitioners to come up with pertinent questions and responses even if they cannot comprehend all aspects of the problem. The authors looked at how the workshops were handled and suggest that the educational framework had five goals that correspond to a model of design: affective (how to cope with uncertainty), reflexive learning (how to cope with processes rather than contents), cognitive (how to cope with non knowledge), economic (how to cope with the industrial society of innovation), and political (how to cope with the equality of disciplines and "indiscipline"). Interdisciplinarity in design education is organized so as to teach students how to be creative (Cross, Christiaans, and Dorst)

International audience ; This paper analyzes the introduction of fundamental physics in design education as a pedagogical method that trains designers to create with the unknown. It studies how three workshops offered design students to work on: superconductivity in 2011, quantum physics in 2013 and light and optics in 2014. The authors observe that introducing physics in a design curriculum was thought in terms of an "a fortiori" education program that would help practitioners to come up with pertinent questions and responses even if they cannot comprehend all aspects of the problem. The authors looked at how the workshops were handled and suggest that the educational framework had five goals that correspond to a model of design: affective (how to cope with uncertainty), reflexive learning (how to cope with processes rather than contents), cognitive (how to cope with non knowledge), economic (how to cope with the industrial society of innovation), and political (how to cope with the equality of disciplines and "indiscipline"). Interdisciplinarity in design education is organized so as to teach students how to be creative (Cross, Christiaans, and Dorst)

International audience ; This paper analyzes the introduction of fundamental physics in design education as a pedagogical method that trains designers to create with the unknown. It studies how three workshops offered design students to work on: superconductivity in 2011, quantum physics in 2013 and light and optics in 2014. The authors observe that introducing physics in a design curriculum was thought in terms of an "a fortiori" education program that would help practitioners to come up with pertinent questions and responses even if they cannot comprehend all aspects of the problem. The authors looked at how the workshops were handled and suggest that the educational framework had five goals that correspond to a model of design: affective (how to cope with uncertainty), reflexive learning (how to cope with processes rather than contents), cognitive (how to cope with non knowledge), economic (how to cope with the industrial society of innovation), and political (how to cope with the equality of disciplines and "indiscipline"). Interdisciplinarity in design education is organized so as to teach students how to be creative (Cross, Christiaans, and Dorst)

International audience ; This paper analyzes the introduction of fundamental physics in design education as a pedagogical method that trains designers to create with the unknown. It studies how three workshops offered design students to work on: superconductivity in 2011, quantum physics in 2013 and light and optics in 2014. The authors observe that introducing physics in a design curriculum was thought in terms of an "a fortiori" education program that would help practitioners to come up with pertinent questions and responses even if they cannot comprehend all aspects of the problem. The authors looked at how the workshops were handled and suggest that the educational framework had five goals that correspond to a model of design: affective (how to cope with uncertainty), reflexive learning (how to cope with processes rather than contents), cognitive (how to cope with non knowledge), economic (how to cope with the industrial society of innovation), and political (how to cope with the equality of disciplines and "indiscipline"). Interdisciplinarity in design education is organized so as to teach students how to be creative (Cross, Christiaans, and Dorst)

This is an Open Access Article. It is published by University of Southern California under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND). Full details of this licence are available at: http://creativecommons.org/licenses/by-nc-nd/4.0/ ; The Edward Snowden National Security Agency leak of 2013 was an important punctuating phase in the evolution of political journalism and political communication as media systems continue to adapt to the incursion of digital media logics. The leak's mediation reveals professional news organizations' evolving power in an increasingly congested, complex, and polycentric hybrid media system where the number of news actors has radically increased. We identify the practices through which The Guardian reconfigured and renewed its power and which enabled it to lay bare highly significant aspects of state power and surveillance. This involved exercising a form of strategic, if still contingent, control over the information and communication environments within which the Snowden story developed. This was based upon a range of practices encapsulated by a concept we introduce: boundary-drawing power.

En la primera parte de esta aportación se analizan algunos de los puntos más significativos, desde el punto de vista de su filosofía política, del contenido del Manifiesto de los Persas (1814). A lo largo de la segunda parte se intenta comprender la recuperación que de este Manifiesto se hará, en los años cincuenta del siglo XX, por parte de algunos autores representativos del tradicionalismo español del momento. Los intentos llevados a cabo, por los componentes de este grupo, para instaurar en España una monarquía tradicional, autoritaria y antiliberal son el fiel reflejo de una línea de pensamiento que encuentra un importante antecedente en el Manifiesto de 1814. ; This article begins by analysing some of the more significant aspects of the political philosophy underpinning the Manifiesto de los Persas (1814). It then makes an attempt to uncover the motives of those Spanish traditionalist writers in resuscitating this manifesto in the 1950s. Members of this group were successful in their efforts to establish an anti-liberal, authoritarian and traditional monarchy in Spain. These efforts faithfully extend a line of thought emanating from the Manifesto of 1814. ; Publicado

The importance of proximity in the field of innovation has been highlighted, notably, in studies which emphasize the growing role of the third mission of the universities, namely, regional economic development. Using an empirical approach, we have attempted to gain an insight into the ways in which networks involving local economic and academic actors are created. This study focuses on France, where the State has recently promoted an aggressive policy designed to develop clusters and reform higher education and research, with a view to bringing together universities, creating centres of excellence, research networks at the local level and promoting connections of both to clusters. The study reveals the existence of a wide variety of configurations and, in spite of globally positive dynamics, highlights areas in which insufficiently well coordinated governmental approaches could be improved. The study also underlines a number of hitherto neglected aspects: a less global approach to institutions should be taken, and analyses of the variety of possible links between science and innovation should be more nuanced. Lastly, the study highlights a profound transformation in the approaches taken by governmental agencies.