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This chapter argues that environmental ethicists commit a serious error when they require that people hold a moral realist metaethical belief in the intrinsic value of non-human living things and non-living natural things in order to be able to behave in an ethically acceptable manner toward the environment.

Environmental ethics regard this position as the mandatory non-anthropocentrism one must first hold in order to be in a proper moral relationship to the environment. The main reason for seeing this requirement as an error is that it is politically unrealistic insofar most people most of the time behave in political contexts on the basis of instrumental and not intrinsic reasons. To claim that people can behave in a morally acceptable manner toward the environment if and only if they first believe in its intrinsic value is not only politically unrealistic, but also actually false.

The chapter looks at recent studies measuring the behavior of political and moral philosophers which shows that they do not behave in any markedly way better than non-moral philosophers. Ethicists, whom one can assume believe in some form or another of the mind-independent reality of moral properties, are not more morally well-behaved for holding such a belief.

Ethicists, especially environmental ethicists, are in no position to require of us to believe in the intrinsic value of the environment in order to behave in more beneficial ways toward it.

Cognitive evaluation theory (CET; Deci, 1975), SDT's first mini-theory, was built from research on the dynamic interplay between external events (e.g., rewards, choice) and people's task interest or enjoyment – that is, intrinsic motivation (IM). At the time, this research was quite controversial, as operant theory (Skinner, 1971) had dominated the psychological landscape. The central assumption of operant theory was that reinforcement contingencies in the environment control behavior, which precluded the existence of inherently satisfying activities performed for non-separable outcomes. During this time, Deci proposed that people – by nature – possess intrinsic motivation (IM), which can manifest as engagement in curiosity-based behaviors, discovery of new perspectives, and seeking out optimal challenges (see also Harlow, 1953; White, 1959). IM thus represents a manifestation of the organismic growth tendency and is readily observed in infants' and toddlers' exploratory behavior and play. Operationally, an intrinsically motivated activity is performed for its own sake – that is, the behavior is experienced as inherently satisfying. From an attributional perspective (deCharms, 1968), such behaviors have an internal perceived locus of causality, as people perceive their behavior as emanating from their sense of self, rather than from experiences of control or coercion.

“Academic values” is one of the most popular terms used in the higher education literature. But how do we study academic values? Besides autonomy, freedom, and collegiality, the “values” in “academic values” often remains implicit, leaving a conceptual gap in the literature. Moreover, autonomy, freedom, and collegiality may reflect the shared normative expectations as part of the value system of a profession, rather than the value orientation at the individual level. To examine the latter, this chapter proposes a conceptual framework adapted from the studies of work values in applied psychology. As a heuristic device, the academic work value framework consists of six ideal-typical value orientations belonging to three dimensions: work autonomy, social orientation, and value of knowledge. The framework's relevance and usefulness are evaluated by revisiting relevant literature on academic orientations. The result shows a spectrum of value positions in academic work, from the “old school” values to the “entrepreneurial” ones to the hybrid orientations. Overall, this framework provides a potential approach to operationalize the concept of academic values for empirical research. At the same time, as a heuristic device, it is open for reflection, critique, and further development.

Cryptocurrencies are notoriously difficult to value from a fundamental perspective. This valuation challenge is rooted in various debated issues in academia and the investments industry. For example, do cryptocurrencies and other cryptoassets have intrinsic value in the conventional sense? Can one appropriately regard cryptocurrencies as digital fiat currencies? What distinguishes cryptocurrencies such as bitcoin and ether from precious metals like gold from a financial perspective? How do cryptocurrencies compare to other cryptoassets in terms of pricing and valuation? This chapter aims to provide responses to these questions, discuss approaches to cryptoasset valuation, and identify areas for future research.

Strategy is ultimately aimed at creating shareholder value. We examine the relationship among intrinsic (DCF) value, market value, and the value of growth options using a “perfect foresight” model. Our findings suggest that Kester's (1984) initial assessment of growth option values may not hold under alternative valuation models. We highlight important issues in the valuation of growth options related to market expectations, modeling assumptions and estimation methods. The findings suggest that the firm's growth option value depends on three factors, each of which impacts investor expectations: (1) the macroeconomic environment; (2) the industry in which the firm participates; and (3) firm specific factors.

The chapter discusses two aspects of the theory of the firm. One is the question of what is a regenerative firm, and how the traditional view of the firm changed when one adopts an integral transdisciplinary worldview. The second is what are the consequences when we leave the assumption of the extrinsic value of the nature.

The central question is: How can firms transform themselves from a mainly extrinsic to a more intrinsic value orientation to nature? She is defending the necessity to transform anthropocentric business models into more ecocentric ones. Shifts to business models in which nature has an intrinsic value have fundamental consequences for the theory of the firm.

The chapter compares ‘creative destruction’ in which the value creation follows out of destruction of other values with the ‘law of seed’ where the natural cycles of continuous creation and regeneration carry out life. The latter can contribute creating value-based spiritual economic structures which bring together the rich diversity of man and nature. The regenerative firm can be an important driver for building an integral transdisciplinary world.

This article describes a new approach to compute values and sensitivities of synthetic collateralized debt obligation (CDO) tranches in the market-standard, single-factor, Gaussian copula model with base correlation. We introduce a novel decomposition of the conditional expected capped portfolio loss process into “intrinsic value” and “time value” components, derive a closed form solution for the intrinsic value, and describe a very efficient computational scheme for the time value, taking advantage of a curious time stability of this quantity.

Expectancy-value theory is prominent in different areas in psychology, and a number of educational and developmental psychologists who study the development of achievement motivation have utilized this theory in their work (see Schunk, Pintrich, & Meece, 2006; Weiner, 1992; Wigfield & Eccles, 1992; Wigfield, Tonks, & Klauda, 2009 for overviews). In this chapter, we discuss current expectancy-value theoretical models of achievement motivation and review research based on these models. Much of this research has focused on the development of children's expectancies and values, and how expectancies and values relate to performance, choice of different activities, and emotions. We discuss the major findings from each of these areas of research. We also provide suggestions for future research based in this theory for the next decade. We focus our review and suggestions for future research primarily on elementary and secondary school students, but include some relevant work done with college students.