Clash Of Values Research Articles

Reforming the Family Code in Tunisia and Morocco – the Struggle between Religion, Globalisation and Democracy

There is no doubt that one of the most contentious terrains of contestation in the supposed clash of values between Islamism and western values is the role of women in society. Thus, the issue of women's rights has become the litmus test for Arab societies with respect to the current zeitgeist of human rights in the age of democracy and liberalism. There is today a stereotypical view of debates surrounding women's rights in the Arab world where two distinct camps are in conflict with each other. On the one hand there are ‘globalised’ liberal and secular actors that strive for women's rights and therefore democracy, while on the other are obscurantist movements that are anchored in religious tradition, resist globalisation and are therefore autocratic by assumption. This article challenges this view and through an empirical study of the changes to the Code of Personal Status in Tunisia and Morocco it demonstrates that the issue of women's rights is far more complex and, in particular, it finds that there is a very significant decoupling between women's rights and democracy in the region, despite a progressive liberal shift in the gender equality agenda.

The reciprocal influence of organizational culture and training and development programs

PurposeThe purpose of this paper is to demonstrate that training designers can, and should, account for organizational culture during training needs assessments.Design/methodology/approachUtilizing the approach and arguments in Giddens' structuration theory, the paper conceptually applies these tenets to training and development programs within organizations.FindingsWithin a typical analysis‐design‐develop‐implement‐evaluate (ADDIE) training model, relationships between organizational culture and each step of the training are conceptually available. Organizational culture shapes, influences, and redefines training programs which, in turn, shape, influence, and redefine organizational culture. Including a culture analysis within program planning will ultimately alleviate many of the problems that may arise during the implementation of a training and development program because of cultural resistance and/or clash of values between culture and training.Research limitations/implicationsThe argument provides an initial step for training designers and HRD professionals to begin researching the practicality and usefulness of including an organizational culture analysis within training programs. Future research regarding this relationship should consider using structuration theory as a tool for understanding the context, process, and breadth of reciprocity and influence between agents and the structures with which they interact.Practical implicationsThe concepts discussed in the paper may very well provide insight into why some training and development programs either prosper or do not succeed.Originality/valueThe paper discusses a topic that has yet to be fully realized. Although organizational culture, as a phenomenon, has been widely researched, it has yet to reach its full potential in the human resource development and training and development literature and practice.

Conflict from teamwork in project-based collaborative learning

This study investigated the conflict occurring during teamwork among college seniors in project-based collaborative learning in a capstone course. It found that conflict emerged with poor communication, task management, and work allocation; unequal treatments among classmates; egocentricity; a clash of values; and lack of responsibility and initiative. To prepare graduating students for the workforce, teachers should equip them with essential skills and foster students' appropriate work attitude to improve performance.

Peking University's role in China's Anti‐Christian Movement in 1922–1927

本文阐述了北京大学知识分子在中国20世纪初的非基督教运动中所起的作用，尤 为重视北京大学学者中的“非主流”观点。虽然北京大学大部分知识分子的观点和反 基督教的主流舆论相吻合，但是也有许多学者表现出了高度的理智和宽容，警醒“用 宗教式的狂热来进行反宗教运动”属于过激行为。这种众口一声中的少数派声音的存 在，反映了一个文化的成熟、城府和健康。在今天中华民族力图重振文化大国形象的 努力中，仍然有借鉴意义。 关键词: 非基督教运动 北京大学 蔡元培 文化宽容 The paper gives an overview of the Anti‐Christian Movement of 1922–1927, focusing on the role of Peking University faculty and students in the first stage of the movement. Statements by some important Peking University intellectuals, such as University President Cai Yuanpei (蔡元培) and Professors Chen Duxiu (陈独秀), Hu Shi (胡适), Zhou Zuoren (周作人), etc. are discussed in detail. Special attention is given to those comments that stand out as against “majority opinion”. Neither the Communists nor the Nationalists were key leaders during the first stage of the movement. It was the clash of core Chinese cultural values with those of Christianity and the Chinese desire to industrialize a country overwhelmed by the Western powers that were instrumental in the instigation of the Anti‐Christian Movement.

Michal, Contradicting Values: Understanding the Moral Dilemma Faced by Saul’s Daughter

A dissertation providing an interdisciplinary investigation of the value clash in 1 Samuel 19:10-18a that employs insights from Old Testament studies, ethics and anthropology.

The Nexus between the Democratic Peace Theory and Economic Coercion: Why Democracies Fight Each Other?

Recent research shows that the Democratic Peace Theory (hereinafter referred to as DPT) is based on the dyadic (democracies rarely if ever fight one another) and the monadic (democracies are more peaceful in general) assumptions. In asserting these premises the DPT has concentrated mainly on militarized conflict. However, recent scholarly work has shown that the definition of the term “conflict” has widened in scope to include economic conflict prompting the use of coercion. Using some sanctions episodes in Hufbauer Clyde Gary et al (2006) this article investigates how and why democracies have used economic sanctions against each other despite their shared values and beliefs, economic interdependence and universal conflict resolution mechanisms that presumably favor peace. This research seeks to falsify the dyadic premise/claim of the DPT by citing a clash of interests, domestic values and priorities among citizens, high levels of trade between democracies and economic strength of democracies as factors facilitating democracies sanctioning each other. Key words: democratic peace theory (DPT), economic sanctions/coercion, democracies

How We Define Success

In the current climate of high stakes testing and tough love rhetoric, many educational stakeholders have become increasingly reliant on standardized test scores to determine whether or not individual students, teachers, and schools—and even entire districts and states—are successful. In contrast to the black and white picture that test‐driven data often paint, however, a diversity of high‐functioning, innovative schools exists around the country whose standards do not mesh with the values inherent in high stakes accountability mandates. The story that follows highlights this clash of values by documenting how the staff in one Boston pilot school has struggled to maintain its own high standards while also responding to often conflicting state and federal accountability mandates.

Wind Energy on the Isle of Lewis: Implications for Deliberative Planning

Under a new nationalist leadership, the Scottish Government has recently increased its renewable energy targets but rejected a controversial large windfarm proposal on the Isle of Lewis. This paper explores the nature of support and opposition to windfarm developments on Lewis. In doing so, we build on recent literature which has promoted a discursive approach to wind energy debates, to enable a more explanatory, rather than descriptive, analysis. A novel combination of Q methodology and more conventional qualitative work is deployed to identify and elaborate five distinct discourses on the Lewis Wind proposal. Each displays a different rationality and set of priorities on the economy, landscape, and environment, and ultimately represents a different vision of development in the Western Isles. The paper explores the challenges that such a clash of values presents to the planning process and reflects upon what can be learnt about deliberative planning from this case.

Counseling Psychology Model Training Values Statement Addressing Diversity

This article provides a brief overview of this Major Contribution. In addition to previewing the articles contained in this Major Contribution, two principles guiding the use of the Counseling Psychology Model Training Values Statement Addressing Diversity (henceforth referred to as the “Values Statement”) are discussed. In addition, the authors present a concise summary of the development of the Values Statement, including a description of how feedback received influenced the final product. The authors conclude by articulating their hope that this Major Contribution will move the field forward in terms of more directly discussing, and perhaps even resolving, the long-standing dilemma of resolving value clashes.

The Need for a Counseling Psychology Model Training Values Statement Addressing Diversity

The authors articulate the need for a Counseling Psychology Model Training Values Statement Addressing Diversity (henceforth “Values Statement”). They discuss the historic unwillingness of the field to address values in a sophisticated or complex way and highlight the increasingly common training scenario in which trainees state that certain professional requirements are in conflict with their personal values. The authors explain that the Values Statement grew out of trainers' expressed need for guidance in dealing with these complex and often emotionally charged value clashes in training. They explain how the Values Statement can assist training programs to (a) clearly articulate the profession's diversity-related values, (b) connect individual and professional values to societal value structures that either reinforce or challenge systems of oppression, and (c) help students to develop the philosophical sophistication to reconcile their personal values and the profession's values. Overall, the authors explicate that the Values Statement is needed to assists trainees to comprehend and perform required diversity-related professional behaviors.

The scientific commons in the marketplace: the industrialization of biomedical materials at the New England Enzyme Center, 1963–1980

This paper investigates the industrialization of biomedical materials at the New England Enzyme Center (NEEC) from its establishment as a federally supported biochemical resource center in 1964 through its demise and refashioning into several commercial biotech companies in the late 1970s. It sets this history within the long‐standing debate on the proper relation between science and American economic and political traditions. The NEEC sought to embody two aims that stood in tension: academic independence in knowledge production and the market‐driven interests of the biomedical industry. A clash of values ensued, but built on a particular notion of independence: scientists pragmatically accepted the primacy of the market in the age of the ‘federal research economy.’ The question became how to carve out a space for science and scientific values in the market – an intellectual position that some legal and economic scholars have referred to as a scientific commons. Even so, industry executives came to see the idea of a scientific commons and public knowledge as obstructive to industrial innovation. This paper argues that, as seen through the case of the NEEC, the ascendancy of market values and attitudes in the 1970s played a critical role in reconfiguring the science‐industry relationship and in ‘industrializing’ the life sciences. As illustration of this change, I look at a commercial firm – Genzyme – born out of NEEC’s dissolution.

We're on the Same Side: Improving Communication Between Nursing Home and Family

Good communication between families and care providers is central to quality care, providing valuable insight into medical history and preferences, increasing family involvement and satisfaction, and reducing complaints. Two studies offer insight into sources of family–staff miscommunication and conflict. The Nursing Home Family Study (Study 1) interviewed 103 family caregivers to nursing home residents. The Long Term Care Community Coalition (Study 2) conducted focus groups and surveys with staff in six facilities: 323 certified nurse's assistants, 52 licensed practical nurses, and 71 registered nurses. Qualitative and quantitative data from both studies identified multiple barriers to good communication associated with both nursing homes and family caregivers. Institutional barriers include understaffing, turnover, inadequate training, policies based in a medical model, rigid routines, poor intrastaff communication, and work schedules that do not coincide with family visits. Psychosocial factors that hinder family communication include guilt, role confusion, clashes of culture and values, unrealistic expectations, and conflicting responsibilities. Specific communication problems identified by families were: making them feel guilty, criticism of their involvement, lack of information, changes made without consultation, staff have too little time to talk, high turnover, rotating shifts, and poor intrastaff communication. Similar issues were raised by nursing staff, who valued trusting, respectful relationships with supervisors and families, being consulted prior to changes, support in addressing racist or abusive comments, adequate staffing, and teamwork. Certified nursing assistants noted that family members are quick to complain but seldom offer praise, and that their intimate knowledge of the resident is rarely acknowledged. These data are applied to develop educational interventions to improve family–staff communication.

:Southern Women at the Seven Sister Colleges: Feminist Values and Social Activism, 1875–1915

Joan Marie Johnson presents a “collective biography” (p. 2) of unique Reconstruction-era collegians: southern white women who attended northern, single-sex “Seven Sister” colleges. Johnson ably mines school records, surveys, obituaries, diaries, personal letters, and autobiographies of over 1,000 “pioneers” (p. 9). The era of interest lies between 1875, when Smith College and Wellesley College were founded, to the World War I era, when higher education in the United States underwent drastic structural changes. The mix of gender expectations, regional allegiance, and campus climate makes for a lively but nuanced tale of complex identity formation. The women's stories reveal intricacies of (northern) higher education's clash of values with (southern) home training. Chapters are arranged to follow the women's stories from their upbringing in the South, through the college experience, and then after graduation when most returned to the South. Chapter one, “The Benefits of a Liberal Arts Education,” situates the students in their home environment, and chapter two, “Entrance Requirements, Preparatory Departments and Schools, and Alumnae Networks,” locates pipelines of college preparatory schools and feeder clubs. Although the girls are painted as privileged “belles,” Johnson argues that those who chose to go north for college were a self-selected set of radical-minded women who sought social adventure, superior mental development, and broadened personal freedoms not available at their local or state institutions.

Equivocal tales about identity, racism and the curriculum

This paper is based on a small-scale study of the minority ethnic student experience at a small mainly ‘white’ university in the south of England. Students described their experience as broadly positive but suggested clashes of values in some areas of campus social life. Where the curriculum explored notions of culture, students valued the space to reflect on and nurture their identity, but most described the curriculum as patchily diverse. Students were ambiguous about racism, giving anecdotal evidence of its existence whilst downplaying its significance. The findings suggest that the Higher Education (HE) curriculum is a powerful but under-utilised tool in developing a more inclusive experience for all students. They further suggest that legal and institutional procedures are not a strong enough framework to combat racism, and that campuses with few minority ethnic students need to take a much more intentional approach to transforming the institutional culture.

Understanding Tony Kushner

This is a comprehensive guide to the writing career of the author of in America.Understanding Tony surveys the acclaimed writings of the author of the Pulitzer Prize - winning drama in America and coauthor of the Academy Award-nominated screenplay for the film Munich. Viewing Kushner as a sociopolitical dramatist in the tradition of Henrik Ibsen, George Bernard Shaw, and Bertolt Brecht, James Fisher guides readers through Kushner's influences and creations to map the importance of the writer's body of work in expanding the postmodern literary and cultural landscapes. After grounding his discussions in Kushner's early plays, A Bright Room Called Day and Hydriotaphia, or The Death of Dr. Brown, Fisher engages with the two plays of in America to identify the major themes to be revisited in subsequent works. Fisher reads the depiction of the clash of values in the mid-1980s in Angels as Kushner's placement of humanity's fate at the nexus of divergent views on morality, politics, religion, history, gender, and sexuality, views that complicate individual and national identity and beg the overarching question, is change to be embraced or challenged? Fisher concludes with an exploration of how Kushner moves his themes from stage to screen in Munich and the forthcoming film Lincoln, both directed by Steven Spielberg.

Ethics Experts Challenge Army's Interrogation Participation Memo

Ethics Experts Challenge Army's Interrogation Participation Memo

Nurses’ attitudes towards sexual relationships between patients in high security psychiatric hospitals in England: An exploratory qualitative study

Background The issue of relationships between patients in long-term care settings can present nurses with numerous challenges. However, addressing this element of patient care is recognised as an important element of nursing in this sphere of practice. What nurses think about patient sexual relationships and the difficulties of incorporating these into care is closely linked to the care they provide. However, the issue of patients sexual relationships within high security psychiatric hospitals is a relatively poorly researched area of clinical practice. Aim To explore the attitudes towards patients’ sexual relationships held by nurses working in high security psychiatric hospitals in England. Methods and participants A qualitative methodology was employed with data collected from 10 in-depth interviews with nurses working within secure psychiatric hospitals in England. Interview data were subjected to thematic analysis. Results Practitioners reject permissive policy in relation to patients’ sexual relationships on account of perceived perpetuation of abuse and exploitation. Practices and attitudes are dominated by personal (lay) values that seek to restrict patient experience and undermine professional mores whilst also seeming to uphold a professional duty of care. Conclusion Lay understandings are constructed as moral rights and priorities that are of higher order concern than professional values or the rights of the individual. This constitutes a clash of values and the minimisation of professional mores within the clinical context raises questions about the role of professional teaching, knowledge and policy in relation to professional socialisation.

Islam and the West: the clash of values

Whether or not the notion of the world as made of civilizations in varying degrees of alliance or conflict is valid, and however reliable or unreliable the idea of an ‘Islamic World’ or a ‘Western World’, it is an indisputable reality that there are histories and institutions that are described by and purport to be ‘of the West’ and ‘of Islam’. Indeed, it is commonplace in discourse about international affairs to refer to Islam and the West as distinguishable by values and the 57 nations that comprise the Organization of the Islamic Conference (the OIC) and the 47 nations that comprise the Council of Europe (COE) purport to represent the values respectively of Islam and the West. As usually expressed, however, the frequently used comparative values individualism, piety, liberalism, rule of law, family, abstemiousness and so on are, epistemologically, arguably worthless. Can values be identified for Islam and the West that provide an epistemologically valid distinction? When the OIC and the COE are analysed by reference to what they say and do, the analysis being tested for consistency against the historical origins of these organizations, a case can be made that epistemologically useful respective values can be identified. Thus, for each of the person who will be referred to as ‘the Muslim Man’ and the person who will be referred to as ‘the Western Man’, there is distinct doctrine and practice. The doctrine and practice of the Muslim Man extol a virtue of conviction. The doctrine and practice of the Western Man extol a virtue of doubt. For the Muslim Man conviction is unconditional, for the Western Man conviction is contingent; the one enjoys unconditional certainty, the legacy of a revelation; the other suffers reservation, the legacy of an experience of error. What for one is a virtue, for the other is a vice. Their respective dispositions are mutually exclusive.

Fear and Freedom

This article identifies a distinct strand of 20th-century liberal thought that was exemplified by Isaiah Berlin, Raymond Aron and, to a lesser extent, Karl Popper. I offer a stylized account of their common ideas and shared political sensibility, and argue that their primarily negative liberalism was a variety of what Judith Shklar called the `liberalism of fear' — which put the imperative to avoid cruelty and atrocity first. All three founded their liberalism on a `politics of knowledge' that was directed primarily against Marxist philosophies of history and less against the idea of bureaucratic planning, as, in contrast, was the case with Friedrich von Hayek's thought. Moreover, all three subscribed to more or less explicit versions of value pluralism, and claimed that, in the circumstances of modernity, Weber's `clash of values' was exacerbated and required a particularly prudential approach to politics; this prudential management of value conflicts in turn was best entrusted to cultivated bureaucratic elites. All shared an image of a tolerant and humane society — essentially an idealized version of Britain — but said perhaps too little on the question how societies without the appropriate traditions of moderation and compromise were to be liberalized.

Academic Entrepreneurship vs. Changing Governance and Institutional Management Structures at European Universities

This article discusses academic entrepreneurship in the context of ongoing changes in university management and governance in European universities. The comparative perspective is provided by the European Union (EU) research project ‘European Universities for Entrepreneurship: Their Role in the Europe of Knowledge’ (EUEREK) comprising seven European countries, and it draws heavily from ideas and research results of Burton Clark, Michael Shattock and Gareth Williams. It views transformations in university governance and management in the context of the recent emphasis by the European Commission (EC) on the vital role of changes in institutional governance and its ‘modernisation agenda for universities’. The article presents a general discussion of the EC's prioritisation of areas of transformation of European universities in which governance structures figure prominently, discusses the role of risk-taking at entrepreneurial institutions and shows the role of risk management. It also discusses the clash of old academic and new managerial values at entrepreneurial universities and the traditional academic idea of collegiality. Finally, conclusions are drawn regarding the future of public institutions in Europe.