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Our paper deals with intergenerational informal learning developed by participatory democracy process in the Self-organized District Communities (SDC) in Maribor, the second largest city in Slovenia. It is based on the assumption that SDC assemblies, being safe and trustworthy, are very powerful spaces for behavioural and values exchange between generations and also for social and political engagement, having a capacity for critical, informed and caring citizenry of all ages (Pinnington & Schugurensky, 2009). Our case study is focused on the social dimensions of acquisition of skills, knowledge, attitudes and practices, as identified by Schugurensky (2006; 2013), and on features of social learning (Serrat et al., 2016). In an embedded single-case study design with multiple units (Yin, 2012) we conducted 12 interviews and a focus group. Among interviewees, six were retired, four were employed, one was a student and one was unemployed; they were members of first, second and the third generations. Results show that besides knowledge, skills and practices gained through intergenerational political and social actions in SDC assemblies, value and attitudinal changes (also regarding age) are among the most important outcomes of the democratic participatory process.

Join us on the Grass for a demonstration of Values Exchange with David Seedhouse, sharing the functionality of the tool and his experiences using it in education. The Values Exchange is a unique online tool for ethical reflection and shared critical thinking. The system has a Facebook style design - and networking functionality - but its content is always educationally focused. Respondents address proposals which can be presented in a range of formats from polls to deep thinking cases - and as soon as they submit can interrogate the data autonomously. The Values Exchange is a genuinely disruptive technology because of its transparency, because it is open to anyone - teacher or student - to post as many issues as they like, without censorship, and because all the data are generated and owned by the respondents. Around 18 universities world-wide use the Values Exchange. To get a good sense of what the Values Exchange does you may self-register on this site: http://coventry.vxcommunity.com David Seedhouse is the creator of the Values Exchange – or ‘social networking with brains’ as he sometimes likes to call it. David’s mission is to promote deep thinking and clear communication about the social issues that affect us all - by using the internet for structured, tolerant democratic engagement. The Values Exchange is used by universities, health services and schools in Australia, New Zealand and the UK. Before running the Values Exchange full time David was Professor of Health and Social Ethics at Auckland University of Technology for eleven years and Professor of Health Care Analysis at Middlesex University, UK for three years. He is currently Visiting Professor of Professional Ethics at the University of Western Sydney. David has written 14 books including Health: The Foundations for Achievement, Ethics: The Heart of Healthcare and Health Promotion: Philosophy, Prejudice and Practice – all of which have had further editions. David was also founding editor of the international journal Health Care Analysis, which he edited for 7 years. Licence: Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

The Leader-Member Exchange (LMX) approach to leadership emphasizes the interactive nature of the superior-subordinate relationship, asserting that an individual's role in an organization is defined through a series of episodes with the supervisor. Because work-related values are potentially important subordinate characteristics in LMX development, a study was conducted to examine the role that leader and subordinate work values and leader attributions play in the development of supervisor-subordinate relationships. Undergraduate management students (N=111) with either high or low intrinsic and high or low extrinsic work values supervised the work of four theoretical subordinates. The work values of the "subordinates" were also manipulated. Analyses revealed that subordinates with high intrinsic or extrinsic work values were treated with greater negotiating latitude and were assigned more challenging tasks. Attributions for the subordinate's past high performance were more internal and less external when the subordinate had high intrinsic and extrinsic work values and when subordinates had work values similar to those of their leader. Furthermore, attributions for past subordinate performance were found to mediate the effect of work values on leader-subordinate exchanges. These findings suggest implications for organizational effectiveness. (NB)

The Leader-Member Exchange (LMX) approach to leadership emphasizes the interactive nature of the superior-subordinate relationship, asserting that an individual's role in an organization is defined through a series of episodes with the supervisor. Because work-related values are potentially important subordinate characteristics in LMX development, a study was conducted to examine the role that leader and subordinate work values and leader attributions play in the development of supervisor-subordinate relationships. Undergraduate management students (N=111) with either high or low intrinsic and high or low extrinsic work values supervised the work of four theoretical subordinates. The work values of the "subordinates" were also manipulated. Analyses revealed that subordinates with high intrinsic or extrinsic work values were treated with greater negotiating latitude and were assigned more challenging tasks. Attributions for the subordinate's past high performance were more internal and less external when the subordinate had high intrinsic and extrinsic work values and when subordinates had work values similar to those of their leader. Furthermore, attributions for past subordinate performance were found to mediate the effect of work values on leader-subordinate exchanges. These findings suggest implications for organizational effectiveness. (NB)

This is not a prisoner exchange. This is not exchanging hostages. The crimes of the nearly 2,000 Palestinian prisoners scheduled to be released include murder and rape. What was the crime of a 9-month-old baby or an 86-year-old Holocaust survivor? Israel values life. Hamas values terror. 📸 @jewishchronicle

This is not a prisoner exchange. This is not exchanging hostages. The crimes of the nearly 2,000 Palestinian prisoners scheduled to be released include murder and rape. What was the crime of a 9-month-old baby or an 86-year-old Holocaust survivor? Israel values life. Hamas values terror. 📸 @jewishchronicle

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

"Declaration Effected by Exchange of Notes Between United States and Panama Permitting Consuls to Take Note in Person or by Authorized Representatives, of Declarations of Values of Exports Made by Shippers Before Customs Officers" is an article from The American Journal of International Law, Volume 7 . View more articles from The American Journal of International Law . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2212327

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

This short article represents the first attempt to define a new core cultural value that will enable engaging the business sector in humankind’s mission to heal nature. First, I start with defining the problem of the current business culture and the extant thinking on how to solve environmental problems, which I called “the eco-deficit culture.” Then, I present a solution to this problem by formulating the “semiconducting principle” of monetary and environmental values exchange, which I believe can generate “an eco-surplus business culture.” This work adds one new element, the eleventh cultural value, to the ten core values of progressive cultures postulated by Harrison (2000).

1. April 11, 12, 18, 21, 22, 1932 -- 2. April 23, 26, May 19-21, June 3, 1932 -- 3. June 4, 10, 11, 14, 16-18, 23, 1932 -- 4. January 11 and 12, 1933 -- 5. February 15, 16 and 17, 1933 -- 6. February 21, 22, 23, 24, 27, 28 and March 1 and 2, 1933

The United States Government currently struggles with a lack of international credibility. Regaining credibility is key to effective utilization of the nation's informational element of national power. The U.S. Government has an unexpected ally in the fiercely independent artistic community which values freedom of speech and expression that the Constitution protects. The American artistic community has retained strong international credibility even as the American Government has lost credibility. It is key to leverage the American artistic talent to not only reach out to the world with the best and most respected instrument of truth, but also for the U.S. Government to build bridges with the artistic community, working towards better communication, while mitigating negative and counterproductive friction. Initiating an informal funding of various projects through an independent U.S. Non-Governmental Organization construct, the U.S. Government can invest in truthful and influential media products made by the finest creative artists in the world, American filmmakers, writers, producers, and actors. In addition, an ongoing exchange with international writers, filmmakers, producers. and actors could create continued collaboration and dialogue throughout the arts community in support of U.S. Strategic Communication goals. This collaboration and sense of unity has the potential to spread to the far comers of the globe through the far-reaching arm of modem media. Through artistic exchanges and subsequent production of films, programs, music, and other venues, niche audiences would have the opportunity to learn about America through a credible means without the fingerprints of the U.S. Government and without a tailored agenda.

The United States Government currently struggles with a lack of international credibility. Regaining credibility is key to effective utilization of the nation's informational element of national power. The U.S. Government has an unexpected ally in the fiercely independent artistic community which values freedom of speech and expression that the Constitution protects. The American artistic community has retained strong international credibility even as the American Government has lost credibility. It is key to leverage the American artistic talent to not only reach out to the world with the best and most respected instrument of truth, but also for the U.S. Government to build bridges with the artistic community, working towards better communication, while mitigating negative and counterproductive friction. Initiating an informal funding of various projects through an independent U.S. Non-Governmental Organization construct, the U.S. Government can invest in truthful and influential media products made by the finest creative artists in the world, American filmmakers, writers, producers, and actors. In addition, an ongoing exchange with international writers, filmmakers, producers. and actors could create continued collaboration and dialogue throughout the arts community in support of U.S. Strategic Communication goals. This collaboration and sense of unity has the potential to spread to the far comers of the globe through the far-reaching arm of modem media. Through artistic exchanges and subsequent production of films, programs, music, and other venues, niche audiences would have the opportunity to learn about America through a credible means without the fingerprints of the U.S. Government and without a tailored agenda.

The United States Government currently struggles with a lack of international credibility. Regaining credibility is key to effective utilization of the nation's informational element of national power. The U.S. Government has an unexpected ally in the fiercely independent artistic community which values freedom of speech and expression that the Constitution protects. The American artistic community has retained strong international credibility even as the American Government has lost credibility. It is key to leverage the American artistic talent to not only reach out to the world with the best and most respected instrument of truth, but also for the U.S. Government to build bridges with the artistic community, working towards better communication, while mitigating negative and counterproductive friction. Initiating an informal funding of various projects through an independent U.S. Non-Governmental Organization construct, the U.S. Government can invest in truthful and influential media products made by the finest creative artists in the world, American filmmakers, writers, producers, and actors. In addition, an ongoing exchange with international writers, filmmakers, producers. and actors could create continued collaboration and dialogue throughout the arts community in support of U.S. Strategic Communication goals. This collaboration and sense of unity has the potential to spread to the far comers of the globe through the far-reaching arm of modem media. Through artistic exchanges and subsequent production of films, programs, music, and other venues, niche audiences would have the opportunity to learn about America through a credible means without the fingerprints of the U.S. Government and without a tailored agenda.

Cultural exchange programs are beneficial to the participating students, professors, and countries, provided that the programs are administered in a way designed to achieve the objectives most usefully. In Romania, the question must be discussed of the role, for example, of American literature in the curricula of the universities, types of materials and courses, and the types of necessary support from the Romanian educational authorities and the American Embassy. In America the question of placement of Romanian scholars and methods of selection must be a matter of serious and continuing concern. In the past, while the programs have been valuable, much of the planning has been ad hoc. This paper tries to suggest specific areas where concerted effort, serious forethought, and long-range planning can add to the value of the programs. Among other suggestions are: a Xerox center for materials for Eastern Europe, increased book allowances, trained State Dept. personnel in charge, and ways of avoiding problems which have arisen in the past. (Author/AM)