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Why are public institutions blamed for crises caused by poorly managed private actors? Building on accountability and attribution theory, this study investigates the mechanisms of cross-sectoral responsibility and blame attribution during crises, particularly when public institutions fail to prevent systemic risks caused by private sector agents. By conducting a survey quasi-experiment with 1,600 Swiss citizens, this study will reveal how perceived situational control, causal responsibility, and accountability performance shape citizens’ blame attribution, highlighting the impact of normative accountability expectations. The study seeks to explore asymmetries in the responsibility-accountability logic, showing why citizens hold public institutions accountable for private-sector failures. Its novel insights will advance scholarship on behavioral public performance, accountability, and blame in cross-sectoral settings, and provide critical guidance for policymakers seeking to manage perceptions, maintain trust, and safeguard institutional legitimacy during crises. This study will help advance accountability theory by highlighting the contingent nature of blame, which is particularly relevant for crisis governance.

Why are public institutions blamed for crises caused by poorly managed private actors? Building on accountability and attribution theory, this study investigates the mechanisms of cross-sectoral responsibility and blame attribution during crises, particularly when public institutions fail to prevent systemic risks caused by private sector agents. By conducting a survey quasi-experiment with 1,600 Swiss citizens, this study will reveal how perceived situational control, causal responsibility, and accountability performance shape citizens’ blame attribution, highlighting the impact of normative accountability expectations. The study seeks to explore asymmetries in the responsibility-accountability logic, showing why citizens hold public institutions accountable for private-sector failures. Its novel insights will advance scholarship on behavioral public performance, accountability, and blame in cross-sectoral settings, and provide critical guidance for policymakers seeking to manage perceptions, maintain trust, and safeguard institutional legitimacy during crises. This study will help advance accountability theory by highlighting the contingent nature of blame, which is particularly relevant for crisis governance.

Let me be clear: this article is not Daʿwah (invitation to the Islam).  It is not about calling people to become Muslim. This is a health-related article, pure and simple. Nevertheless, I find great beauty and clarity in the Islamic terms I grew up with, and I believe they add a linguistic and spiritual dimension that enriches the way we talk about health.  That is why I use them here, as I do with all of my articles.

Perma.cc archive of https://bostonreview.net/forum/barbara-fried-beyond-blame-moral-responsibility-philosophy-law/ created on 2022-02-06 17:13:07.533535+00:00.

Perma.cc archive of https://bostonreview.net/forum/barbara-fried-beyond-blame-moral-responsibility-philosophy-law/ created on 2022-02-06 17:13:07.533535+00:00.

Perma.cc archive of https://bostonreview.net/forum/barbara-fried-beyond-blame-moral-responsibility-philosophy-law created on 2022-02-12 14:25:46.287369+00:00.

Perma.cc archive of https://bostonreview.net/forum/barbara-fried-beyond-blame-moral-responsibility-philosophy-law created on 2022-02-12 14:25:46.287369+00:00.

Direct link to download the essay, https://thehopeaccord.org/BeyondBlame/ Tim on Twitter, @DrTimothyKelly (X) https://x.com/DrTimothyKelly Link for Tim’s podcasts https://www.nuanceovernarrowtives.com/ Do consider signing the Hope Accord yourself, https://thehopeaccord.org/ Link to John's Substack, https://johninengland.substack.com/p/wreckage-root-causes-and-solutions Beyond Blame: Dissecting the Systemic Roots of Societal Disease of the Covid Era Tim Kelly, Doctor & Systems Analyst Version 0.3, Last updated 14th Nov 2024 PREFACE As a physician and systems analyst, I’ve been examining the COVID-19 pandemic to uncover the systemic issues it has exposed. Throughout this journey, I’ve drawn upon the insights of numerous independent thinkers and critical voices who have challenged prevailing narratives. Many of these ideas have been presented by others who have offered alternative perspectives on the crisis. My goal is to distill and bring together these diverse viewpoints to provide a comprehensive understanding of the underlying systemic frailties. While I’m working on a book to explore these topics in depth, I’ve decided to share summaries of my rough notes and preliminary findings in the meantime. These evolving insights may be helpful for those trying to make sense of this complex period. Please keep in mind that this is not a final, polished work, but rather a glimpse into my ongoing analysis. I’ll be providing updates as my thinking develops and the book takes shape. My aim is to spark thoughtful discussions and encourage a deeper understanding of the forces at play during this transformative time. I welcome feedback and insights from others as we work together to build a more resilient future. INTRODUCTION In the post-Covid-19 era, society is grappling with the fallout from a breakdown in critical thinking, ethics, and rational decision-making. Extreme measures like lockdowns, mandates, and the rapid deployment of novel therapies were widely accepted, despite their initial violation of the precautionary principle and subsequently mounting evidence of their inefficacy and potential harm [1]. The stark contrast between mainstream narratives and reality underscores the need for a thorough examination of the factors that rendered society susceptible to such widespread folly. While it’s tempting to attribute failures to simple explanations like corporate greed or fall into the “cockup versus conspiracy” trap, I advocate for a more nuanced approach. Blaming bad actors is easy, but even they can only exploit existing systemic vulnerabilities. To create meaningful change, we must move beyond assigning blame and focus on addressing the underlying frailties exposed by this crisis. This essay is divided into three parts: 1. Part I: Surveying the Wreckage: A brief summary of the tangible and intangible consequences, including the formation of a dystopian belief paradigm. 2. Part II: Examining the Root Causes: Delves into societal structural / cultural vulnerabilities and dynamic forces. 3. Part III: Exploring Solutions: Proposes immediate priorities and long-term strategies to build a more resilient society.

Episode 4 of season 3 of this obscure teen drama. All season 2 and 3 episodes are from the Japanese DVD set(the first volume is weirdly enough called season 2 despite having both seasons 1 and 2 on it), unfortunately many episodes are lacking their end credits(only half the episodes on each set have them for some odd reason)and the few that do have end credits have a completely different ending theme song by some J-pop band(which plays even if you choose the English audio option, it's OK but I prefer the English ending theme, interestingly enough there's also a seperate Japanese dub for the show which is said to be absolutely terrible according to reviews on Amazon JP). Despite those minor annoyances i'm glad at least someone respected this show enough to give it a full series DVD release, so enjoy!

Episode 4 of season 3 of this obscure teen drama. All season 2 and 3 episodes are from the Japanese DVD set(the first volume is weirdly enough called season 2 despite having both seasons 1 and 2 on it), unfortunately many episodes are lacking their end credits(only half the episodes on each set have them for some odd reason)and the few that do have end credits have a completely different ending theme song by some J-pop band(which plays even if you choose the English audio option, it's OK but I prefer the English ending theme, interestingly enough there's also a seperate Japanese dub for the show which is said to be absolutely terrible according to reviews on Amazon JP). Despite those minor annoyances i'm glad at least someone respected this show enough to give it a full series DVD release, so enjoy!

In a world where accountability is often demanded, we delve into the nuanced and complex realm of women's choices in dating, life, and government. Despite societal pressures, we examine why some may argue that women struggle to take full accountability for their actions. Join us as we navigate the intricacies and challenge the notion that women lack the ability to be responsible for their decisions. Don't miss this thought-provoking discussion! #Accountability #WomensChoices #DatingLife #GovernmentResponsibility #GenderEquality #Empowerment

In a world where accountability is often demanded, we delve into the nuanced and complex realm of women's choices in dating, life, and government. Despite societal pressures, we examine why some may argue that women struggle to take full accountability for their actions. Join us as we navigate the intricacies and challenge the notion that women lack the ability to be responsible for their decisions. Don't miss this thought-provoking discussion! #Accountability #WomensChoices #DatingLife #GovernmentResponsibility #GenderEquality #Empowerment

Terrorism stirs up intense reactions of horror, confusion, sadness, fear, and anger. In the coming months, children and adults alike will be struggling to find meaning for the disaster that befell America on September 11, 2001. This curriculum is about the destructive nature of hatred and wrongful attribution. The curriculum stresses that many students may need help in making refined judgments about who is and who is not to blame, about who is an ally, who is a friend, and who has earned anger and hostility. The curriculum's lessons are designed to help students address these issues and to support their exploration of justice and right. The curriculum can be used as a follow-on to the many fine programs that already exist for addressing trauma and emotional distress. It is divided into the following sections: "Preface"; "Gauging Your Readiness and Preparing To Teach These Lessons"; "Introduction"; "Lesson 1: What Is Justice? What Is the Injustice Here?"; "Lesson 2: Has the Past Been Just?"; "Lesson 3: How Can You Prevent Injustice?"; "Moving Beyond Blame"; "Additional Resources"; "Acknowledgments"; and "Handouts" (n=6). (Includes 23 endnotes.) (BT)

Terrorism stirs up intense reactions of horror, confusion, sadness, fear, and anger. In the coming months, children and adults alike will be struggling to find meaning for the disaster that befell America on September 11, 2001. This curriculum is about the destructive nature of hatred and wrongful attribution. The curriculum stresses that many students may need help in making refined judgments about who is and who is not to blame, about who is an ally, who is a friend, and who has earned anger and hostility. The curriculum's lessons are designed to help students address these issues and to support their exploration of justice and right. The curriculum can be used as a follow-on to the many fine programs that already exist for addressing trauma and emotional distress. It is divided into the following sections: "Preface"; "Gauging Your Readiness and Preparing To Teach These Lessons"; "Introduction"; "Lesson 1: What Is Justice? What Is the Injustice Here?"; "Lesson 2: Has the Past Been Just?"; "Lesson 3: How Can You Prevent Injustice?"; "Moving Beyond Blame"; "Additional Resources"; "Acknowledgments"; and "Handouts" (n=6). (Includes 23 endnotes.) (BT)

Terrorism stirs up intense reactions of horror, confusion, sadness, fear, and anger. In the coming months, children and adults alike will be struggling to find meaning for the disaster that befell America on September 11, 2001. This curriculum is about the destructive nature of hatred and wrongful attribution. The curriculum stresses that many students may need help in making refined judgments about who is and who is not to blame, about who is an ally, who is a friend, and who has earned anger and hostility. The curriculum's lessons are designed to help students address these issues and to support their exploration of justice and right. The curriculum can be used as a follow-on to the many fine programs that already exist for addressing trauma and emotional distress. It is divided into the following sections: "Preface"; "Gauging Your Readiness and Preparing To Teach These Lessons"; "Introduction"; "Lesson 1: What Is Justice? What Is the Injustice Here?"; "Lesson 2: Has the Past Been Just?"; "Lesson 3: How Can You Prevent Injustice?"; "Moving Beyond Blame"; "Additional Resources"; "Acknowledgments"; and "Handouts" (n=6). (Includes 23 endnotes.) (BT)

Terrorism stirs up intense reactions of horror, confusion, sadness, fear, and anger. In the coming months, children and adults alike will be struggling to find meaning for the disaster that befell America on September 11, 2001. This curriculum is about the destructive nature of hatred and wrongful attribution. The curriculum stresses that many students may need help in making refined judgments about who is and who is not to blame, about who is an ally, who is a friend, and who has earned anger and hostility. The curriculum's lessons are designed to help students address these issues and to support their exploration of justice and right. The curriculum can be used as a follow-on to the many fine programs that already exist for addressing trauma and emotional distress. It is divided into the following sections: "Preface"; "Gauging Your Readiness and Preparing To Teach These Lessons"; "Introduction"; "Lesson 1: What Is Justice? What Is the Injustice Here?"; "Lesson 2: Has the Past Been Just?"; "Lesson 3: How Can You Prevent Injustice?"; "Moving Beyond Blame"; "Additional Resources"; "Acknowledgments"; and "Handouts" (n=6). (Includes 23 endnotes.) (BT)

Terrorism stirs up intense reactions of horror, confusion, sadness, fear, and anger. In the coming months, children and adults alike will be struggling to find meaning for the disaster that befell America on September 11, 2001. This curriculum is about the destructive nature of hatred and wrongful attribution. The curriculum stresses that many students may need help in making refined judgments about who is and who is not to blame, about who is an ally, who is a friend, and who has earned anger and hostility. The curriculum's lessons are designed to help students address these issues and to support their exploration of justice and right. The curriculum can be used as a follow-on to the many fine programs that already exist for addressing trauma and emotional distress. It is divided into the following sections: "Preface"; "Gauging Your Readiness and Preparing To Teach These Lessons"; "Introduction"; "Lesson 1: What Is Justice? What Is the Injustice Here?"; "Lesson 2: Has the Past Been Just?"; "Lesson 3: How Can You Prevent Injustice?"; "Moving Beyond Blame"; "Additional Resources"; "Acknowledgments"; and "Handouts" (n=6). (Includes 23 endnotes.) (BT)

Terrorism stirs up intense reactions of horror, confusion, sadness, fear, and anger. In the coming months, children and adults alike will be struggling to find meaning for the disaster that befell America on September 11, 2001. This curriculum is about the destructive nature of hatred and wrongful attribution. The curriculum stresses that many students may need help in making refined judgments about who is and who is not to blame, about who is an ally, who is a friend, and who has earned anger and hostility. The curriculum's lessons are designed to help students address these issues and to support their exploration of justice and right. The curriculum can be used as a follow-on to the many fine programs that already exist for addressing trauma and emotional distress. It is divided into the following sections: "Preface"; "Gauging Your Readiness and Preparing To Teach These Lessons"; "Introduction"; "Lesson 1: What Is Justice? What Is the Injustice Here?"; "Lesson 2: Has the Past Been Just?"; "Lesson 3: How Can You Prevent Injustice?"; "Moving Beyond Blame"; "Additional Resources"; "Acknowledgments"; and "Handouts" (n=6). (Includes 23 endnotes.) (BT)

Terrorism stirs up intense reactions of horror, confusion, sadness, fear, and anger. In the coming months, children and adults alike will be struggling to find meaning for the disaster that befell America on September 11, 2001. This curriculum is about the destructive nature of hatred and wrongful attribution. The curriculum stresses that many students may need help in making refined judgments about who is and who is not to blame, about who is an ally, who is a friend, and who has earned anger and hostility. The curriculum's lessons are designed to help students address these issues and to support their exploration of justice and right. The curriculum can be used as a follow-on to the many fine programs that already exist for addressing trauma and emotional distress. It is divided into the following sections: "Preface"; "Gauging Your Readiness and Preparing To Teach These Lessons"; "Introduction"; "Lesson 1: What Is Justice? What Is the Injustice Here?"; "Lesson 2: Has the Past Been Just?"; "Lesson 3: How Can You Prevent Injustice?"; "Moving Beyond Blame"; "Additional Resources"; "Acknowledgments"; and "Handouts" (n=6). (Includes 23 endnotes.) (BT)

Includes bibliographical references (p. [293]-310) and index

Reviews research on bias in news coverage of climate change, and why scientists tend to over-estimate the proportion of coverage that "falsely balances" expert agreement on the human causes of climate change with perspectives which cast doubt on a human role in global warming.