Two Perspectives on Change and Institutions

Abstract The contrast between internal and external perspectives on change, discussed within applied ontology in recent years by Galton, is linked to the difference between finite automata and their runs. The link is based on a finite approximability hypothesis, under which granularities are bounded by signatures in institutions, as defined by Goguen and Burstall. How abstract types, described internally, are realized externally as concrete particulars is complicated by differences in signatures and by competing processes with related signatures

Barriers and enablers of youth as drivers of social change: university students’ perspectives

As a progressive society, there is an expectation for young people to become the social leaders and innovators of tomorrow. Not only does this expectation imply an intergenerational ‘passing of the baton’ but also this scenario assumes that young people value social change and possess the self-efficacy that empowers them to ignite positive social change. Added to this is a fundamental assumption that social constructs will enable young people to work as change agents, rather than create hindrances. A complexity for higher education institutions is how to develop young people’s capacities for social change given the inevitable variance in how much their students value and believe they have the ability for ‘changemaking’. This study explored university students’ conceptions of social change and their perspectives on the tools and resources needed to engage in social changemaking. Two focus groups were held at the University of Northampton, which elicited students’ (n=10) views on 1) their conceptions of social change and social innovation, 2) their perceptions of what enables young people to engage with social change and 3) their beliefs about the barriers that exist for young people in being or becoming change agents. Findings from this study offer important implications for higher education institutions that aim to engage in positive youth development as part of the curricular or extra-curricular provision. By illuminating the perceived barriers and enablers for youth in driving social change, higher education institutions will be in a stronger position from which to nurture this generation of ‘changemakers’

Public Land in a Changing Climate: Planning for an Uncertain Future

This thesis investigates the ways in which institutions and actors consider climate change, and how the inclusion of diverse perspectives and challenges in the planning process shapes climate change governance. In particular, I asked how the participants, place-specific contexts, and decision-making processes affect environmental decision-making in Alaska’s National Parks. I discuss the literature on geographical perspectives on climate change, environmental and climate change governance, how uncertainty and risk affect decision-making in the context of climate change, and the history of land use management in the United States. This project incorporates qualitative methods to research the Climate Change Scenario Planning project for the Alaska Region of the National Park Service. I participated in two Climate Change Scenario Planning project workshops to examine how institutions and actors prepare for climate change. I show that the participatory learning process is vital to climate change planning, particularly when a diverse group of institutions and actors are involved. I also use the Climate Change Scenario Planning workshops to understand the challenges to climate change response in Alaska’s National Parks. The common challenges in the climate change decision-making process can be grouped into three categories: (1) a lack of comfort and certainty in planning for the future and discussing climate change; (2) climate change takes place in a larger environmental, social, and political context; (3) and a lack of guidance and leadership in climate change governance. Finally, I summarize the ways in which my thesis contributes to the literature of human-environment interactions and environmental governance studies. The findings provide insights into the inclusion of institutions and actors in climate change governance and how climate change planning operates

History of Usury: The Transition of Usury Through Ancient Greece, The Rise of Christianity and Islam, And the Expansion of Long-Distance Trade and Capitalism

Society and its ideas, markets, and institutions are in the constant process of change. These transforming factors contribute to the evolution of economics. Usury is one prominent economic issue that demonstrates this evolution. As it has developed, usury, the lending of money at interest or excessive interest, has been debated for almost two millennia. During the lifetime of Aristotle, 384-322 B.C., the lending of money for profit was believed to be unnatural and dishonorable. Aristotle and his beliefs of usury provided a foundation of ideas for future perspectives on the practice. This negative connotation associated with usury continued in history as is evident in the development and spread of Christianity and Islam during the Middle Ages. The Christian church drew on biblical passages and moral and religious reasons to define usury as a sin. The Church placed a ban on the practice of usury to prevent this “evil”. In Islam, the Quran and the teachings of the Prophet Muhammad led Muslims to also view usury as a crime. [excerpt

What Georgians think about the Armenian Revolution

Armenia's "velvet revolution" will hardly have any direct impact on Georgia or on the state of Georgian–Armenian relations. However, the events that unfolded in their neighboring country fascinated and amazed the Georgians, even though they did not yet understand the significance of the events. The two countries share important similarities, and both use the other as a point of reference. Many Georgians compared the unfolding events in Armenia with their own "Rose Revolution" in 2003, as well as the two Ukrainian revolutions - the "Orange" and Euromaidan, in 2004 and 2014, respectively. Those revolutions mark critical points in the histories of these countries, albeit in different respects. How can Armenia change, and if it does, how will Georgians view those changes? I will discuss those questions from two perspectives: that of regional balance of power and that of the development of democratic institutions

Patterns of institutional change for sustainability in Central and Eastern European agriculture

"In this paper, the author discusses two different beliefs of how institutional change towards sustainability in agriculture and environment works: the institutional view and the evolutionary view. Both perspectives are studied in the context of restructuring the agricultural sectors and rural environments in Central and Eastern European Countries (CEECs). The specific nature of the 'agri-environmental problem' calls for specific institutions and may require a specific building process. Case study results are presented showing the effect of EU accession on institutional change towards sustainability in several CEECs. The results provide evidence that the quality of institutional change required for sustainability goes beyond the building of legislative frameworks and requires more time than was envisaged by the roadmap to accession. Finally, the paper explores the role of social and human capital stocks in rural areas of CEECs outlining a number of differences in environmental governance in the agricultural sectors between various CEECs." (author's abstract

The Unheard Stories of Service-Learners: An Exploratory Study of the Assumptions of Race, Identity, and Privilege within the Service-Learning Experience

Service-learning has become a powerful pedagogical practice in Higher Education. Yet many of its practices have been premised on the idea that participants are white and serving a community unlike their own. Research suggests that the perspectives and identities of students of a diverse background participating in service-learning experiences may be unheard and/or misunderstood. Through a qualitative exploratory study, this study examined the perspective of nonwhite students. Four students from two higher education institutions selected to participate in a set of longitudinal, semi-structured, in-depth interviews in order to better understand their perspectives and experiences in their service-learning field site. Service-learning experiences are currently reinforcing the negative assumptions of the practice, but through this study, the stories and voices heard will hopefully change the assumptions and stereotypes to be more positive and accepting of all participating. Upon conclusion of this research study, it has been determined that more work needs to be done to prepare and educate the field of higher education and the effects of service-learning for diverse students. Recommendations for moving beyond this study would be to open the participant pool, expand the amount of higher education institutions that have students be interviewed, and begin creating orientation workshops to educate what it’s like for a student to serve a community like their own