This article has two principal aims. The first is to reconcile thecompetence based approach to the firm with traditional contractualapproaches, instead of treating them as incompatible. The mainthesis advanced is that firms manage simultaneously competencesand transactions, but they do so in accordance with a specificlexicographic order of priorities. The second aim is to explorein detail the sources of knowledge formation in the firm. Theanalysis privileges anthropological readings which stress the roleof learning – both radical and incremental – within distributed communities of practice.

An archaeological investigation of three cosmological elements in Old Norse religion, namely the world tree, Midgard and the sun. The changing character of these elements are investigated via different forms of material representations from the Bronze Age to the Viking Age.

Powerful knowledge facilitates students’ access to profound understanding and abstract thinking. In this study, disciplinary knowledge practices and their curricular capacity are examined in regions, i.e. interdisciplinary and professionally oriented degree programmes. Interview data on curriculum knowledge were analysed drawing on Basil Bernstein's conceptual framework, and the disciplinary knowledge and curriculum structures’ potential to provide access to powerful knowledge were analysed. Interviews were carried out with 26 teachers from two region cases, one representing humanities, arts, and social sciences and the other representing science, technology, engineering, and mathematics. The results show how the disciplinary knowledge practices create different bases for the curricular capacity available. To enable access to powerful knowledge in regions, assertion of the value of traditional disciplines, or vocationally relevant cumulative knowledge is not enough; attention is needed to the simultaneous growth of conceptual and contextual complexity, and the cumulative coherence of curriculum, also in curriculum implementation.

The aim of this study was to explore knowledge in the context of creating a shared curriculum between research-intensive and vocationally oriented universities of applied sciences. Curriculum knowledge was explored from the accounts of 26 teachers from four institutions in Finland. Shared curriculum initiatives created an environment in which teachers were obliged to negotiate and make explicit their approaches to curriculum knowledge and knowledge practices. The phenomenon of blurring boundaries is approached with Bernstein’s sociology of education. The present findings show that institutions have a distinct foundation for curriculum knowledge, but cross-curricular initiatives brought pressure to change towards the knowledge practices of the other institution. Discrepancies were found between knowledge and learning outcomes, and between knowledge as a negotiated artefact and knowledge as enacted in curriculum implementation. Curriculum knowledge emerged with symbolic boundaries and an invisible pedagogic order. This resulted in practices where the official discourse appears to have similar learning outcomes, which are not similar from the perspective of knowledge. Focus on a harmonised degree, as stated in the European qualification framework, obscures the question of knowledge and requires more attention. This is especially the case if the boundaries between degrees and institutions are purposely weakened. If the rationale to weaken the boundaries is on the streamlined educational processes and their efficacy, there is a risk of gaps in knowledge provided for students in the higher education.

This volume presents essays on Ancient ethics from Homer to Plotinus with a focus on the significance of Ancient ethical thinking for contemporary ethics. Adapting Kant’s words, we might describe philosophers today as holding that meta-ethics without normative ethics is empty; normative ethics without meta-ethics is blind. One fascinating feature of Ancient ethics is its close connection between content and method, between normative ethics and meta-ethics. In connecting ethical, epistemological, and cosmological issues, Ancient ethical theories strive for an integrated understanding of normativity. The project of this volume is to capture some of the colours of the bright spectrum of ancient ethics. The goal of bundling them together is, ultimately, to shed better light on the issues of contemporary ethics. Topics: Classical Chinese Ethics, Indian Ethics, Homeric Ethics, Socrates, Plato, Aristotle, Hellenistic philosophy, Plotinus, Ancient and Modern Moral Psychology, Hybrid Theories of Normativity, The Unity of the Virtues, The Art of Life and Morality (Lebenskunst und Moral). Contributors: J. Annas, M. Anagnostopoulos, R. Aprressyan, Th. C. Brickhouse / N. D. Smith, J. Bussanich, C. Collobert, S. Delcomminette, W. Detel, D. Frede, L. Gerson, Ch. Halbig, J. Hardy, O. Höffe, B. Inwood, M.-Th. Liske, L. Pfister, M. McPherran, J. Piering, G. Rudebusch, D. Russell, G. Santas, Ch. Shields, M. Sim, C. C. Taylor.

The genesis of thinking according to the type and the spirit of the Golden Rule (and conjugated with it Lex Talionis and the Commandment of Love) is considered as a pattern of historical formation of morality in general. Moral thinking was shaped by understanding and mastering the experience of particular communicative situations. Prior to normative generalizations and universal prescriptivity the logic of moral thinking was gradually growing up of the expectations of agents of communicative situations as logic of reciprocity and mutuality. The analysis is based on the material of Homer's poems.

Background: Advanced maternal age at birth is considered a risk factor for adverse birth outcomes. A recent study applying a sibling design has shown, however, that the association might be confounded by unobserved maternal characteristics.

Methods: Using total population register data on all live singleton births during the period 1999–2012 in Denmark (N = 580 133; 90% population coverage), Norway (N = 540 890) and Sweden (N = 941 403) and from 2001–2014 in Finland (N = 568 026), we test whether advanced maternal age at birth independently increases the risk of low birthweight (LBW) (<2500 g) and pre-term birth (<37 weeks gestation). We estimated within-family models to reduce confounding by unobserved maternal characteristics shared by siblings using three model specifications: Model 0 examines the bivariate association; Model 1 adjusts for parity and sex; Model 2 for parity, sex and birth year.

Results: The main results (Model 1) show an increased risk in LBW and pre-term delivery with increasing maternal ages. For example, compared with maternal ages of 26–27 years, maternal ages of 38–39 years display a 2.2, 0.9, 2.1 and 2.4 percentage point increase in the risk of LBW in Denmark, Finland, Norway and Sweden, respectively. The same patterns hold for pre-term delivery.

Conclusions: Advanced maternal age is independently associated with higher risk of poor perinatal health outcomes even after adjusting for all observed and unobserved factors shared between siblings.

The attempts to interpret Russian and Southeast European history in light of a Byzantine background tend to focus on traditions of political culture, and to claim that patterns characteristic of the late Roman Empire have had a formative impact on later developments. But the effects attributed to political culture presuppose a civilizational framework, and arguments on that level must come to grips with evidence of historical discontinuity, during the Byzantine millennium as well as in later centuries and on the periphery of the Byzantium cultural world. The path to a historically grounded civilizational analysis is, however, obstructed by persisting images of Byzantium as a stagnant culture, immobilized by a complete fusion of secular and sacred authority. The article discusses and criticizes some of the most influential versions of this view.

The notion of civilization has from the outset had a double meaning: unitary and pluralistic. Both aspects were important to the development of the social sciences, but attempts to theorize them at the level of basic concepts are of relatively recent date and the results still controversial. While the idea of civilization in the singular found its most seminal expression in Norbert Elias’s analysis of the civilizing process, classical sociology did not go beyond inconclusive reflections on civilizations in the plural, and a more explicit frame of reference for comparative analyses has only begun to take shape in the last few decades (most importantly in the work of S. N. Eisenstadt). This article outlines a provisional model of civilizational patterns and suggests ways of linking it to the study of civilizing processes. The main structural components to be noted are cultural interpretations of the world (understood as latent problematics, compatible with a variety of articulations); institutional constellations, with particular reference to the frameworks for political and economic life; and representative ideologies, linked to canonical texts and embodied in the strategies and self-images of sociopolitical elites. The dynamics of these interconnected factors must be analysed in several contexts: on the level of civilizational complexes which encompass whole families of societies; in the historical dimension, stretching across successive generations of societies; and with reference to regional configurations and their distinctive historical patterns. This conception of civilizations provides a background to the analysis of intercivilizational encounters, and a better understanding of the latter theme - on the whole neglected by civilizational theorists, with the notable exception of Benjamin Nelson - will in turn serve to develop a more interactionist theory of civilizing processes.

The revival of civilizational analysis is closely linked to a broader cultural turn in the human sciences. Comparative civilizational approaches accept the primacy of culture, but at the same time, they strive to avoid the cultural determinism familiar from twentieth-century sociology, especially from the Parsonian version of functionalism. To situate this twofold strategy within contemporary cultural sociology, it seems useful to link up with the distinction between a strong and a weak program for the sociological analysis of culture, proposed by Jeffrey Alexander and Philip Smith. The strong program, also described as cultural sociology, stresses the constitutive role of culture in all domains and across the field of social life; the weak program, more precisely the sociology of culture, treats culture as a variable factor among others, and in some important respects subordinate to others. From this point of view, civilizational analysis is, first and foremost, a particularly ambitious version of the strong program: its emphasis on different cultural articulations of the world, as well as on the large-scale and long-term social-historical formations crystallizing around such articulations, adds new dimensions to the autonomy of culture. It also reinforces the hermeneutical stance of cultural sociology and cautions against the acceptance of mainstream explanatory models. On the other hand, the civilizational perspective highlights the variety of interconnections between culture and other components of the social world, and thus takes into account some of the themes favoured by the weak program.