Management Sustainability - past present and future trends

Research related to sustainable management is rapidly increasing in quantity and is found in divergent literature and disciplines. Now is the time to offer a comprehensive review that identifies, synthesizes, and integrates previous research and highlights knowledge gaps and the way forward. This methodical literature search helped systematize 86 articles in the Scopus database published by 2018. Using a systematic and in-depth content analysis using bibliometric techniques, the authors reviewed the articles and identified the main theories used and the methodological orientations in these. articles. This review helps to identify significant knowledge gaps in terms of theoretical orientation and core content. The main contributions of this paper are: to outline and summarize a multilevel analysis of emerging sustainable management literature; integrate and extract potential theoretical contributions in this field; and indicate directions for future research.

Thomas “Mukanya” Mapfumo and Songs of Protest in Colonial and Post-Independence Zimbabwe

This bibliography covers scholarship on selected protest songs of the musician Thomas “Mukanya” Mapfumo (b. 1945) that were written in colonial and postcolonial Zimbabwe. In keeping with the Marxist cultural theoretical orientation that is evident in research on this subject, the organization of these entries traces the sociopolitical engagement of Mapfumo’s songs that reflect praise and dissent during the Second and Third Chimurenga wars of political liberation, respectively. Discourse on Zimbabwe’s economic challenges has positive and negative interpretations. Mamdani 2005 and Bond and Manyanya 2002 (both cited under General Overview) state that the Zimbabwe African National Union-Patriotic Front (ZANU-PF) inherited an economy that had already suffered due to pre-independence policies. Dossa 2007 (under General Overview) argues that development is meant to perpetuate Western dominance. Manjengwa 2007 (under General Overview) blames the ruling party’s top-down approach in implementing development programs. The first section of the bibliography analyzes the songs “Pfumvu paruzevha,” “Kuyaura,” “Chiruzevha chapera,” and “Tumira vana kuhondo,” which Mukanya composed to express the experiences of Zimbabweans during colonialism. Zimbabweans’ way of life was disrupted and Mukanya mirrored this cultural upset through protest songs. The songs resonated well with the ideology of the ZANU-PF. Soon after independence, Mapfumo sang celebration songs (“Zimbabwe” and “Rakarira jongwe”). The second section examines protest songs penned after independence (“Varombo kuvarombo,” “Ndiani waparadza musha,” “Musatambe nenyika,” “Disaster,” “Corruption,” “Mamvemve,” “Maiti kurima hamubvire,” “Chauya chauya,” and “Ndangariro”). The scenario deteriorated due to alleged misgovernance by the ruling ZANU-PF elite, a situation that attracted Mukanya’s criticism. The bibliography traces how the transition of ZANU-PF from heroes to villains is portrayed through Mukanya’s music. During the armed struggle, Mapfumo sided with the liberation war movement. This changed after independence, and Mapfumo allegorically poses questions pointing at the empty promises ZANU-PF leaders made to uplift Zimbabweans’ standard of living. Mukanya sang about the contested land redistribution in Zimbabwe. Consequently, Mapfumo was stalked by state repressive agents until he fled to live in exile in the United States in 2000. He yearned for Ubuntu philosophy, nationalism, and unity. People may differ ideologically, but they ought to accept one another as a nation. This fosters positive peace, which Zimbabweans have yearned for over four decades. Mapfumo wants people to be economically empowered. He has been incarcerated before and he is fearless. Chimurenga music is a voice for the downtrodden masses. Mukanya’s songs that have explicit political messages were banned from airplay by the government. Mapfumo has remained united with the people he is fighting for despite living in exile. Mapfumo uses music to complain about the people’s suffering. He bears memories about Zimbabwe that remain engrained in Chimurenga music in the backdrop of ZANU-PF hegemony. He has called for free and fair elections because Zimbabweans have a right to choose leaders, but election results have been contested since 2000.

Logical Fallacies and Misinterpretations that Hinder Progress in Translational Addiction Neuroscience

Substance use disorders (SUDs) are heterogenous and complex, making the development of translationally predictive rodent and non-human primate models to uncover their neurobehavioral underpinnings difficult. Neuroscience-focused outcomes have become highly prevalent, and with this, the notion that SUDs are disorders of the brain embraced as a dominant theoretical orientation to understand SUD etiology and treatment. These efforts, however, have led to few efficacious pharmacotherapies, and in some cases (as with cocaine or methamphetamine), no pharmacotherapies have translated from preclinical models for clinical use. In this review and theoretical commentary, we first describe the development of animal models of SUDs from a historical perspective. We then define and discuss three logical fallacies including 1) circular explanation, 2) affirming the consequent, and 3) reification that can apply to developed models. We then provide three case examples in which conceptual or logical issues exist in common methods (i.e., behavioral economic demand, escalation, and reinstatement). Alternative strategies to refocus behavioral models are suggested for the field in an attempt to better bridge the translational divide between animal models and the clinical condition of SUDs.

From the Physical Body to Dynamic Embodiment: Towards an Anthropological Study of Martial Arts Body Movement

This paper seeks a theoretical approach to the body best suited to the anthropological study of body movement in the martial arts. It follows the development of the anthropological attitude to the body from its formative period up until the present day, and this is done from the position of the “embodiment” paradigm as a theoretical orientation which enables a deeper understanding of the connection between specific cultural environments in which martial arts evolve and the meaning of the movements themselves. The introductory section provides a brief summary of “unembodied” theoretical schools of thought, which laid the foundations for the “somatic revolution”. The paper then considers the authors who have made the most significant contribution to the anthropological study of embodiment, and looks at four theoretical perspectives on the body, namely, the physical, socio-cultural, embodied, and dynamic embodiment perspectives. The paper also considers the question of overcoming the ontological body-mind dichotomy, which is the legacy of Cartesian dualism. Particular attention has been given to the embodiment and dynamic embodiment perspectives, and to their potential for application in anthropological studies of martial physical practices, illustrated with concrete examples.

INTERROGATING YOUTH RESTIVENESS AND LEADERSHIP PROBLEM IN AFRICA: THE NIGERIA EXPERIENCE

This research sought to interrogate the implications of youth restiveness on leadership problem in Africa using the Nigeria experience. Three research questions were formulated. 1,000 respondents were sampled from youth in Edo, Delta and Anambra States. The conflict theory was adopted as the theoretical orientation for the study. The quantitative technique which relied on a self-constructed instrument was employed to collect data while the data generated from the field was analyzed with the aid of percentage. The study found that youth restiveness in Africa is mostly a result of employment, illiteracy and unfair distribution of mineral resources. Violent protests and destruction of properties, increase in social and criminal vices were some of youth restiveness. The study recommends that the ills associated with youth restiveness can be curbed through good governance, provision of skill acquisition programmes, creation of more employment opportunities for youth as well as public enlightenment against this social malaise which has become evident in the African continent.

The American Political Economy: Markets, Power, and the Meta Politics of US Economic Governance

This article provides an overview of the emerging field of American political economy (APE). Methodologically eclectic, this field seeks to understand the interaction of markets and government in America's unequal and polarized polity. Though situated within American politics research, APE draws from comparative political economy to develop a broad approach that departs from the American politics mainstream in two main ways. First, APE focuses on the interaction of markets and governance, a peripheral concern in much American politics research. Second, it invokes a theoretical orientation attentive to what we call meta politics—the processes of institution shaping, agenda setting, and venue shopping that unfold before and alongside the more visible processes of mass politics that figure so centrally in American politics research. These substantive and theoretical differences expand the study of American politics into neglected yet vital domains, generating fresh insights into the United States’ distinctive mix of capitalism and democracy. Expected final online publication date for the Annual Review of Political Science, Volume 25 is May 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Structural-Syntactic Organization of Thematic and Techniques of Composition: Aspects of Interaction

Relevance of the study. The study of thematic in modern musical composition as the most important element of form creation seems relevant and in demand for modern musicology. In the existing scientific works, only certain issues of its research are mentioned (V. and Yu. Kholopov, V. Valkova, N. Ryzhkova, T. Kyuregyan, V. Zaderatsky, G. Grigorieva, E. Ershova, S. Goncharenko etc.), however, there is no special work devoted to this problem. Among the important and topical issues, many remain debatable today. Some of them concern terminology, the use of the concept of “thematiс” in relation to a completely new musical language, others — the multidimensional nature of the study of musical thematiс in terms of semantics, syntax of form in terms of various composition techniques. The study of the thematic organization on the example of the works of modern Belarusian composers makes it possible to include the cultural and stylistic processes taking place in Belarusian music today in the context of the most important trends of Modern music. The scientific novelty of the study consists in: 1) a systematic approach to the concept of thematic as a category of writing in relation to modern musical composition; 2) consideration of the principles of interaction of macro- and micro-thematic; 3) analytical study of the works of the Belarusian composer E. Gutina in the chosen perspective of analysis. The purpose of the research is to consider certain aspects of the interaction of musical thematic and composition techniques in two main types of structural and syntactic organization: macrothematic and microthematic. The research methodology is based on the interaction of general scientific methods (system method, deduction method, etc.) with methods developed in theoretical musicology. We are talking, first of all, about the method of functional analysis in relation to musical thematic and musical syntax. Also significant for this study are the musical-theoretical works devoted to the problems of the author's style, form and techniques of composition in modern music, as well as the theoretical works of the composers themselves on the problems of compositional technique. The practical significance of the research can be reflected in the use of this research in university courses of musical and theoretical orientation related to the study of modern music. Conclusions and prospects for further research. The interaction of micro- and macrothematic manifests itself in different ways in various types of composition, an example of which is the compositions of the Belarusian composer E. Gutina “Wind Music” (sonorous composition) and “Majolica” (minimalist composition). At the same time, the interaction of two seemingly opposite large-scale structural and syntactic principles of the organization of thematic reveals their close relationship in the conditions of various composition techniques, both in the aspect of shaping and in the aspect of the specifics of musical perception. Further developments of the stated topic seem promising in the following areas: the study of the “composer's word”, the compilation of a glossary of terms and concepts, regarding the techniques of composition and thematic, a scientific and research look at the given problem in the mirror of the manifestation of various stylistic trends in modern music.

Designs for Learning: A Research Approach

<p style="text-align: justify;">In this article, we present some core ideas underpinning research that takes a Designs for Learning (DFL) approach guided by theoretical considerations and choices, as well as by practitioners’ challenges and inquiries. These choices shape, and are shaped by, DFL’s research goals and motives, theoretical orientation, research objectives, questions, and practitioners’ participation and ethical considerations. Further, we present and discuss how DFL as a research approach compares to other design-oriented research strategies. Even if a DFL research approach shares several similarities with other approaches of inquiry, we argue that it remains primarily oriented towards knowledge areas that relate to understanding and developing learning and teaching – both in formal education and in informal settings such as museums.</p>

Transcending the ethically silent space of New Zealand’s social studies curriculum

<p>This is a largely theoretical thesis about social studies education in New Zealand. Its aim is to consider how learners’ ‘ethical decision-making and action’ (to paraphrase the curriculum) could be better supported by proposing a broad theoretical orientation to this curriculum requirement. It argues that although ethics is central to learners’ lives and to the purposes of social studies education, this has hitherto been minimally communicated and elucidated through New Zealand curriculum documentation. It takes the view that while providing pedagogical guidance to teachers is urgent and vital, theoretical considerations should be a first priority. The thesis begins by offering a partly stipulative definition for ethics and foregrounds the complexities of ethical decision-making and action in our everyday lives and in academic ethics. It then considers the relationship between ethics and the purposes of social studies education, and uses a form of content analysis to describe the curricular meanings that have been implicitly ascribed to ethics over time. It explores how the present New Zealand social studies curriculum is framed theoretically and what could be possible within this framing to better support learners to navigate in their ethical worlds. Three adjustments to the curriculum’s framing are proposed: social studies as issues-based education, as counter-socialisation, and as engagement with the philosophy of ethics. These are defended as a matter of social justice, and on the basis of their contribution to a range of social studies outcomes. The thesis then considers the theoretical underpinnings of these proposed adjustments in greater depth. It explores whether an ethically reflexive orientation would better support social studies learners’ ethical decision-making and action, through three analytic moves: charting reflexivity’s tropes in the social sciences and social theory literature, developing an understanding of ethical reflexivity, and questioning the work this concept could do in social studies education. The thesis argues that an ethically reflexive orientation is a theoretical space in the literature worthy of attention, not least because it maps onto the contemporary ethical space in which learners find themselves. The considerable challenges ahead for such an orientation are readily acknowledged, but the thesis finds within the literature, and from the perspectives of a small group of social studies teachers and learners, some optimism that a reflexive orientation could transcend the ethically silent space of New Zealand social studies education.</p>

Transcending the ethically silent space of New Zealand’s social studies curriculum

<p>This is a largely theoretical thesis about social studies education in New Zealand. Its aim is to consider how learners’ ‘ethical decision-making and action’ (to paraphrase the curriculum) could be better supported by proposing a broad theoretical orientation to this curriculum requirement. It argues that although ethics is central to learners’ lives and to the purposes of social studies education, this has hitherto been minimally communicated and elucidated through New Zealand curriculum documentation. It takes the view that while providing pedagogical guidance to teachers is urgent and vital, theoretical considerations should be a first priority. The thesis begins by offering a partly stipulative definition for ethics and foregrounds the complexities of ethical decision-making and action in our everyday lives and in academic ethics. It then considers the relationship between ethics and the purposes of social studies education, and uses a form of content analysis to describe the curricular meanings that have been implicitly ascribed to ethics over time. It explores how the present New Zealand social studies curriculum is framed theoretically and what could be possible within this framing to better support learners to navigate in their ethical worlds. Three adjustments to the curriculum’s framing are proposed: social studies as issues-based education, as counter-socialisation, and as engagement with the philosophy of ethics. These are defended as a matter of social justice, and on the basis of their contribution to a range of social studies outcomes. The thesis then considers the theoretical underpinnings of these proposed adjustments in greater depth. It explores whether an ethically reflexive orientation would better support social studies learners’ ethical decision-making and action, through three analytic moves: charting reflexivity’s tropes in the social sciences and social theory literature, developing an understanding of ethical reflexivity, and questioning the work this concept could do in social studies education. The thesis argues that an ethically reflexive orientation is a theoretical space in the literature worthy of attention, not least because it maps onto the contemporary ethical space in which learners find themselves. The considerable challenges ahead for such an orientation are readily acknowledged, but the thesis finds within the literature, and from the perspectives of a small group of social studies teachers and learners, some optimism that a reflexive orientation could transcend the ethically silent space of New Zealand social studies education.</p>