Desert and Distributive Efficiency

It is highly desirable for an allocation of goods to be efficient. However, one might also deem it important that an allocation gives individuals what they deserve. This paper investigates whether it is possible for an allocation to be both efficient and give people what they deserve. It will first of all consider comparative desert, and conclude that it is possible to satisfy both desiderata. It will then consider absolute desert by integrating Shelly Kagan’s work on desert and economic theory. The conclusion will be that there are potential conflicts between absolute desert and efficiency. The paper will then examine how to select the best compromise between the two values, considering several different conceptions of absolute desert.Il est fortement désirable pour une allocation des biens d’être efficiente. Pourtant, on peut aussi juger important que l’allocation donne aux individus ce qu’ils méritent. Ce papier examine s’il est possible pour une allocation d’être à la fois efficiente et de donner aux individus ce qu’ils méritent. Tout d’abord, nous considérons des mérites comparatifs et nous concluons qu’il est possible de satisfaire les deux exigences. Ensuite nous considérons le mérite absolu en intégrant les travaux de Shelly Kagan sur le mérite et la théorie économique. Nous concluons qu’il existe des conflits potentiels entre le mérite absolu et l’efficience. Le papier examine alors comment sélectionner le meilleur compromis entre les deux valeurs, considérant plusieurs conceptions du mérite absolu

Seven Democratic Virtues of Liberal Education

This book argues that the liberal arts and sciences (LAS) model of education can inspire reform across higher education to help students acquire crucial civic virtues. Based on interviews with 59 students from LAS programmes across Europe, the book posits that LAS education can develop a range of citizenship skills that are central to the democratic process. The interviews provide insight into how studying LAS prepares students for citizenship by asking them to reflect on their education, what it taught them, and how it did so. Building on these insights, seven key democratic competencies are identified and linked to concrete educational practices that foster them, leading to an agenda for higher education reform. Ultimately arguing for making the teaching of civic virtue a more central part of university education in Europe, this book will appeal to researchers, educators, and politicians with an interest in education policy, philosophy of education, and democratic theory, as well as concerned citizens

Seven Democratic Virtues of Liberal Education

This book argues that the liberal arts and sciences (LAS) model of education can inspire reform across higher education to help students acquire crucial civic virtues. Based on interviews with 59 students from LAS programmes across Europe, the book posits that LAS education can develop a range of citizenship skills that are central to the democratic process. The interviews provide insight into how studying LAS prepares students for citizenship by asking them to reflect on their education, what it taught them, and how it did so. Building on these insights, seven key democratic competencies are identified and linked to concrete educational practices that foster them, leading to an agenda for higher education reform. Ultimately arguing for making the teaching of civic virtue a more central part of university education in Europe, this book will appeal to researchers, educators, and politicians with an interest in education policy, philosophy of education, and democratic theory, as well as concerned citizens

Mango headspace volatiles trigger differential responses of the mango fruit fly Ceratitis cosyra and its parasitoids

Before the introduction of Bactrocera dorsalis (Hendel) to sub-Saharan Africa, Ceratitis cosyra (Walker) was economically the most important pest in mango farming. Its native natural enemy, the solitary parasitoid Psyttalia cosyrae (Wilkinson), played a crucial role in C. cosyra bio-control, later complemented by the exotic parasitoids Diachasmimorpha longicaudata (Ashmead) and Fopius arisanus (Sonan) among Integrated Pest Management (IPM) systems. To understand the in situ mango - C. cosyra -parasitoid tritrophic interaction, we assessed the responses of the fruit fly and the three parasitoids to headspace volatiles from various mango conditions. These conditions included non -infested mature unripe mangoes, C. cosyra -infested mangoes, 7th- and 9th -day postinfestation mangoes, non -infested ripe mangoes of three varieties (Kent, Apple, and Haden), and clean air (blank). We also compared the fruit fly ' s performance in the mango varieties and identified the chemical profiles of mango headspace volatiles. Ceratitis cosyra was attracted to both infested and non -infested mangoes (66 - 84 % of responsive C. cosyra ) and showed superior performance in Kent mango (72.1 % of the 287 puparia recovered) compared to Apple and Haden varieties. Fopius arisanus displayed a stronger attraction to the volatiles of C. cosyra -infested mangoes (68 - 70 %), while P. cosyrae and D. longicaudata were significantly attracted to the 9thday post -infestation mangoes (68 - 78 %) compared to non -infested mango volatiles. Gas chromatography -mass spectroscopy showed substantial quantitative and qualitative differences in volatile profiles among mango treatments. Esters predominated in non -infested ripe, 7th- and 9th -day post -infestation mangoes, while monoterpenes and sesquiterpenes were most dominant in the other treatments. The in situ experiments underscored varying preferences of the species for mango headspace volatiles and their subsequent treatments. These results provide valuable insights for further exploration, specifically in identifying the key volatiles responsible for species responses, to facilitate the development of applicable selective semiochemicals for managing species of African fruit fly