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Elie Halévy essentially expressed the view recorded by James Mill in his anonymously written ‘On the Nature, Measures, and Causes of Value’⁷ that the first chapter of the Critical Dissertation relating to the nature of value ‘contains not an assertion, who which, as far as ideas politico-economical are concerned, Mr. Ricardo would not have assented; it contains, not indeed, as far as such ideas are concerned, an assertion which is not implied in the propositions which Mr. Ricardo has put forth. It is a criticism on some of Mr. Ricardo's forms of expression…’ ([J. Mill], 1826a, p. 157). The justification for the Ricardian reaction is clear enough, as I shall now show.⁸

Incivility is widespread in the workplace and has been shown to have significant affective and behavioral consequences. However, the authors still have a limited understanding as to whether, how and when discrete incivility events impact team performance. Adopting a resource depletion perspective and focusing on the cognitive implications of such events, the authors introduce a multi-level model linking the adverse effects of such events on team members’ working memory – the “workbench” of the cognitive system where most planning, analyses, and management of goals occur – to team effectiveness. The model which the authors develop proposes that that uncivil interpersonal behavior in general, and rudeness – a central manifestation of incivility – in particular, may place a significant drain on individuals’ working memory capacity, affecting team effectiveness via its effects on individual performance and coordination-related team emergent states and action-phase processes. In the context of this model, the authors offer an overarching framework for making sense of disparate findings regarding how, why and when incivility affects performance outcomes at multiple levels. More specifically, the authors use this framework to: (a) suggest how individual-level cognitive impairment and weakened coordinative team processes may mediate these incivility-based effects, and (b) explain how event, context, and individual difference factors moderators may attenuate or exacerbate these cognition-mediated effects.

Previous research has demonstrated that students’ participation in class is an important factor in their learning; yet, significant barriers exist to all students’ participation during whole group discussions. These barriers include dynamics related to class size and available time as well as personal dimensions such as gender, age, and learning preferences. The emergence of new forms of social media can help break down those barriers by enabling collaborative construction of understanding. The present study examined whether the concurrent use of a shared learning document during class might provide a means of enhancing participation and learning. Because of the natural tendency of students’ attention to wander over time, the study examined whether providing a parallel learning and sharing space might serve to “focus distraction” in productive ways. During graduate and undergraduate courses in two different universities, the authors used a single Google document, open to every class member. Analysis of these collaborative documents and their use are described, along with student self-reports and videotapes. Data indicate that this approach created the type of participatory space we intended. Its use often broadened the numbers of students involved and increased the quality of spoken and virtual conversations as students negotiated meaning. When attention began to drift, the shared document created new opportunities for students to stay focused and explore course content through its use as an alternative back-channel. This approach also facilitated self-differentiation, as students determined which mix of available media best met their needs.

This volume is aimed at instructors in schools of education and those who support them. It is meant to be a window by which the decisions, experiences, and evaluations of your colleagues’ use of social media in teaching can be examined. Rather than a recipe book with specific steps, it is meant to be a sauna that gets your creative juices flowing. Social media are used by people of all ages in the second decade of the 21st century, so having your learners get involved in using Facebook events for service learning projects in your town can be applicable for when they move onto teaching learners at other levels.

Malik Aleem Ahmed is a Ph.D. candidate in the Values and Technology Department (Section of Philosophy) and Infrastructure Systems & Services Department (Section of Information and Communication) at Faculty of Technology, Policy, and Management at the Delft University of Technology in the Netherlands. He has earned a masters degree in Business Administration with specialization in Information Technology Management from Pakistan. His areas of research interests are ICT and Ethics, ICT for Governance in developing countries. His Ph.D. research concerns the usage of ICT for better Governance in developing countries. The main emphasis of the research is on the public sector institutional strengthening with the help of ICT in the developing countries and the effect of intercultural variations of values. He has worked in different capacities in the field of Information and Communication Technology for seven years in Pakistan. His last job was in the capacity of “IT Advisor” for a USAID sponsored project (Pakistan Legislative Strengthening Project) in Pakistan. He has also been involved in the field of teaching at University level. He is also serving as the webmaster of this 3TU.Centre for Ethics and Technology website.

Global evidence indicates that multiple structural, biological, and behavioural mechanisms link gender-based violence (GBV), HIV/HCV, and substance misuse among women and adolescent girls. The aim of this chapter is to briefly summarise and synthesise recent literature that examines the complex and bi-directional relationships among these epidemics in different populations of adolescent girls and women around the world. To inform this chapter, a selective search strategy was conducted, prioritising use of meta-analytic epidemiological studies and research on interventions and policies that address different aspects of the syndemic among women and girls who use drugs worldwide. The search targeted publications from 2015 to 2019 using PubMed, MEDLINE, and Google Scholar. The chapter highlights methodological and geographic gaps in existing policy, intervention, and implementation research and makes recommendations for strategies to tackle these gaps. It also identifies a continuum of multilevel evidence-based interventions that target the risk environments and key syndemic mechanisms linking these intersecting epidemics that have been found to be effective in reducing intimate partner violence and other forms of GBV, substance use, and HIV/HCV risks. This chapter also assesses inclusiveness of existing research and interventions for underserved and disproportionately affected populations, affecting adolescent girls, sexual minority women, and racial/ethnic minority women and identifies strategies to target gaps or disparities for these key affected populations. Finally, this chapter describes the gaps and opportunities that harm reduction programmes, medical settings, and other community organisations experience in implementing gender-responsive programmes and policies to redress these intersecting epidemics.

Schonhardt-Bailey's goal is to explain the repeal of the Corn Laws. This case is of obvious substantive importance. Schonhardt-Bailey also identifies a good historical puzzle in the details of trying to explain legislative voting behavior on Repeal. First, politicians seemed to act against their personal economic and political interests when voting for it. Second, they also acted in a puzzling way when justifying their own behavior. Specifically, Schonhardt-Bailey shows that the politicians voted as delegates of their constituents. Intriguingly, these same politicians justified their votes in terms of a trustee theory of representation in which they acted on behalf of the nation in accordance with their personal best judgment. These votes, though not the justifications, would seem to violate the mandates on which many had been elected, since most had personal mandates and were not sent to the Commons as delegates.