Suchergebnisse

The purpose of this thesis is to develop knowledge about what responsible leadership is, as well as develop a theoretical model for responsible leadership in the perspective of caring science. The study takes as its point of departure the research tradition in caring science developed by Katie Eriksson and her colleagues at Åbo Akademi University in Vasa. The overarching methodological approach is Gadamer's (2004) hermeneutic philosophy. The scientific interest is mainly theoretical. The theory model is 'tested' in a clinical context in two hospitals. This implied that leaders were taught about the developed model. Thereafter the leaders 'translated' it into their own language and gave it meaning in their clinical context. The clinical part of the study can be regarded as a moment of application research in the sense of hermeneutic. Responsible leadership is treated in this thesis as aas a part of human existence and the model is not explicitly associated with leadership in organizations.

Abstract not available. 16 References.

Provides a portrait of the Norwegian Institute of International Affairs (NUPI) that turned 50 years in 2009. Even if the institute started from a relatively restricted research perspective on the East-West relations, it has grown to include a large variety of areas from development to security policy. The institute has a legal status, official control, organizational essence and its main task is to enlighten international relation. Despite its institutional status, the research conducted by NUPI is distinguished from both academic basic research and user-oriented consulting solutions. What really distinguishes NUPI, however, is its status as the only research institute that focuses on foreign policy and international relations that are of Norwegian interest and produced in the Norwegian language. L. Pitkaniemi

In this article, the way the Turkish state treats Kurds is put under the spotlight. The Kurds in Turkey have been subjected to extensive oppression since the disintegration of the Ottoman Empire in 1918. The author places oppression of the Kurds in the context of official dogmatic Turkish nationalistic ideology, Kemalism, which is based on the political philosophy of the founder of the Turkish republic, Mustafa Kemal "Ataturk." The military have assumed the position of his foremost spokesmen after Ataturk's death. It was hoped that the process of adaptation to the ED would result in ending the 80-year-long oppression of the Kurds & the other minorities, after Turkey acquired candidate status to the EU in 1999, but the country's powerful military are trying to thwart this process. The article is discussing how the military are using their role in the Kurdish question to hamper the democratization process. In Turkey there is widespread agreement that the unsolved Kurdish question is the main reason for the problems which have arisen in connection with the process of adaptation to the EU. References. Adapted from the source document.

"Shame is a deeply problematic emotion that causes much trouble and pain in our lives, interrupting our immediate mode of being in the world and making us feel bad about who we are. Nevertheless, we use it in many contexts to discipline others, impede personal development, regulate participation in communities, and instil in others commonly accepted norms and values. All these uses of shame suggest to some that it is a phenomenon with positive attributes, despite its darker sides.

Many who study shame do so from the vantage point of a single scholarly discipline. This book is an exception. Its authors approach shame from multiple perspectives, seeking a more nuanced picture of its various roles in human life and its impact on social interaction.

This book explores shame from an interdisciplinary perspective that looks into psychology, philosophy, evolutionary theory, theology and religious studies, and moral theory. The theoretical insights are then applied to understand shame's workings in relation to embodiment, religion, and morality. Hence, Shame's Unwelcome Interruption and Responsive Movements. Body, Religion, Morality – an Interdisciplinary Study will be of value to anyone who is interested in approaching shame from a comprehensive, scholarly perspective."

This article explores the idea of the impact of the "linguistic turn", which is the idea that language constitutes reality. The concept of empire is discussed. The relevance of the historical perspective of the concept of empires in current discussions of empires and imperialism is explored. The article argues that the return of empires and imperialism may not be a political reality, but rather a linguistic development as the empires and imperialism return as a concept of analysis. The article states that the reintroduction and use of the concept of empires marks a rhetorical step with potentially significant rhetorical effects. Andrew Bacevich's (2003) and David Rieff's (1999) contributions to the concept of empires as a linguistic innovation and level of analysis are discussed. This article is one in a series of articles on the topic of empires. References. E. Sundby

The article examines three processes, running parallel in time, that have contributed to the Islamization of the Chechen separatist movement. The first war in Chechnya between 1994 & 1996 resulted in the radicalization of several Chechen warlords & politicians. These individuals came to play an influential role during the interwar period & have increasingly defined the rhetoric & language of the separatists in the second war. This local impetus toward radicalism was reinforced by the attempts on the part of international Islamists to co-opt the Chechen conflict as part of their global struggle. At the same time the Russian policies on Chechnya have become increasingly hard & uncompromising, not least after the advent of the global war on terror. The article argues that these processes have contributed to marginalize the moderate players in the Chechen separatist movement & have rendered the conflict so polarized that there is little hope for peaceful resolution. 42 References. Adapted from the source document.

Established in 1937, the Norwegian journal Internasjonal politikk (IP) came about as an important part of efforts to establish International Relations as a field of study in Norway. Elsewhere, interest in the field was already evident in the aftermath of the First World War. In response to an approach by the Institute of Intellectual Cooperation in Paris towards members of the Norwegian academic community, a committee for the pursuit of the study of International Relations in Norway was formed in 1936, headed by Nobel Peace Prize Laureate Christian Lous Lange of Norway. From 1937 on, the publication of a Norwegian-language journal of International Relations became a major focus of the work of the committee. Its profile was established in the first issue: the journal was to be "impartial, objective and written in a popular form". Arne Ording, a historian and leading architect of Norway's Second World War and post-war foreign policy, was to be the first editor of Internasjonal Politikk. In 1960, the journal was transferred to the newly established Norwegian Institute of International Affairs (NUPI). Here it became part of the institute's strategy for research on International Relations in general and Norwegian foreign policy in particular, and as an important part of this, research-based public information. Since Internasjonal politikk was not published during the five years of Nazi occupation, it turns 70 in the year of its 65th volume. Adapted from the source document.

"Human Worth – A Challenge for School and Society addresses the question of whether all human beings' lives have equal value. To answer, the authors examine how we should understand the value of human life. Human worth and equality are both fundamental principles in education, but there are countless examples of how difficult these concepts can be in actual practice. There is also scant discussion within the school system that touches on our understanding of what human worth in school is. Insofar as school is society's most important vehicle for human learning and development, we view understanding human worth as a challenge our entire society faces.
This book is an anthology in nine chapters about human worth in such typically 'humanity-oriented' school subjects as pedagogics, philosophy, social studies, religion, Norwegian, and arts and crafts. The book provides and introduction to defining human worth from a variety of theoretical perspectives, with examples from school and everyday life. The individual chapters pose questions about dignity, equality, inclusion and exclusion, and the resources human beings engage in meeting challenges.
" - "Menneskeverd – en utfordring for skole og samfunn er boka som tar opp spørsmålet: Er alle mennesker like mye verdt? For å svare på dette må vi se nærmere på hvordan vi kan forstå menneskeverd. Menneskeverd og likeverd sees som grunnleggende for skolen, som er samfunnets viktigste aktør for menneskelig læring og utvikling. Samtidig er det mange eksempler på hvor vanskelig det er å sette begreper som likeverd og menneskeverd ut i praksis. I tillegg er det få debatter i skolen som berører selve forståelsen av hva menneskeverd er i skolen. Dette er oppsiktsvekkende, og vi ser det som en utfordring for skole og samfunn.

Boka er en antologi på ni kapitler om menneskeverd i typiske «menneskefag» i skolen, som pedagogikk, filosofi, samfunnsfag, religion, norsk og kunst- og håndverk. Den gir en innføring i hva menneskeverd kan være både fra ulike teoretiske ståsted, og med eksempler fra skole og samfunnsliv. Kapitlene i boka reiser spørsmål om verdighet, likeverd, innenfor- og utenforskap, og hvilke ressurser mennesket tar i bruk i møte med utfordringer."