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The economy arranges human activity in the sphere of the farming, it cannot do without notions settled on the basis of human nature and nature of society, because economic activity of a man is not only his attitude towards things, but first of all to other people as individual beings, and to their teams and social groups. Because economic activities belong to a group of human occurrences therefore their understanding requires knowledge of human nature and factors financially elusive belonging to psychology and ethics and having impact on the human behaviour. The research of these occurrences is based on lots of data, by no means statistical. In research of economic phenomena metaphysical notions about human nature are the most important, about its origin, destiny, selfesteem and mutual bound among people. In this way the range of political power cannot be determined by empirical research}. However , if considerations refer to the human nature and that of social coexistence, it can be qualified, what belongs to an individual and what to the state. In practice we can state different competences in this range. Let`s analyse 3 different ones in this range: the extreme liberalism, Christian ethics, and entire socialist Bolshevik etatism.

Information and communication technology currently has grown to such an extent, not only to meet the needs for information only, but now has grown to the fulfillment of the will of entertainment. These developments, and then bring up the creative industries technology-based communication and information, one of them is online gaming. Creative industries in this area, has become a phenomenon by itself, and makes it as one of the important sectors for economic growth. However, based on the data we get, there are still constraints faced in the development of this industry, such as: the limitations of knowledge, capital, the absence of Government support, as well as the lack of adequate infrastructure. The negative impact was unavoidable as well as from the industry, for example, will the existence of addiction for the gamers who have an impact on crime and action elements of pornography are also inherent in this online game. Therefore, it takes the good cooperation between the developers of the game and also the Government to be able to develop the online gaming industry. There is awareness of the game developer to make a quality game play and has educational values.

The aim of this paper is to establish a dialogue with the ideas of three revolutionary Latin American intellectuals – José Carlos Mariátegui, Ernesto Che Guevara and Paulo Freire, in order to share, from our intellectual tradition, a different vision, from the US/UK/European one, of what means to be critical; and to discuss possible inspirations for those of us working in Latin America and interested in contributing to the political processes of liberation which happen around us. We constructed this text in dialogue with the words of these three organic intellectuals which were able to engage creatively with the European thought, producing political appropriations and new theoretical developments informed by their praxis. These intellectuals produced worthy political theories based on their revolutionary praxis, offering ideas, insights and arguments for our analysis of the organization of social struggles and for social practices which confront our society in its imprisonment by the law of value. The paper defends the relevance of history as a space for creative dialogues with the ideas of intellectuals involved in direct activism and producing testimonies of political rebellion against external aggressions, discrimination, marginality, and social injustices; and intellectuals which produced knowledge in solidarity with these struggles.

Research in young people by young people is a growing trend and considered a democratic approach to exploring their lives. Qualitative research is also seen as a way of redistributing power; with participatory research positioned by many as a democratic paradigm of qualitative inquiry. Although participatory research may grant a view on another world, it is fraught with a range of relationships that require negotiation and which necessitate constant self-reflection. Drawing on experiential accounts of participatory research with young people, this paper will explore the power relationship from the perspective of the adult researcher, the young peer researcher and also that of the researched. It will explore the self-conscious exchange of power; and describe how it is relinquished and reclaimed with increasing degrees of compliance as confidence and security develops. Co-authored by a peer researcher and adult researchers, this paper will illustrate a range of practical examples of participatory research with young people, decode the power struggle and consider the implications. It will argue that although the initial stages of the research process are artificial, self-conscious and undemocratic it concludes that the end may justify the means with the creation of social agency knowledge, experience and reality.

Abstract
This article questions the effectiveness of "engagement teaching" when dealing with controversial subjects by exploring the role of fear in contemporary education about the Holocaust in the United Kingdom. It begins by assessing a governmental report about education and a series of related press reports and chain emails, whose assumption that secondary school teachers are afraid of teaching controversial subjects (in particular the Holocaust) triggered an international scandal about Holocaust education in the UK in April 2007. The author argues that three forms of respectful fear or deference are undermined in Holocaust teaching: epistemological (towards historical knowledge); political (towards curricula); and intergenerational (towards teachers). The article further demonstrates that the object of fear expressed by journalists and the public was not the Holocaust itself, but the reversal of deferential relations between teachers and pupils in the school classroom and the supposition that we may not learn from history. Whereas history education is held up by policy-makers as a safeguard of social stability and of the transmission of values, the application of "engagement teaching" to controversial subjects may in fact undermine the authority of historical education and the enlightenment principles on which it is founded.

"Developmental assets may be defined as significant relationships, skills,
opportunities or values that protect young people in the presence of risk and
promote their resilience. The purpose of this study was to discover whether
high, medium, and low levels of developmental assets among transition-age
young people in care were related to selected educational outcomes. If so,
child welfare staff could potentially use their knowledge of a youth's level
of assets to plan an appropriate level of educational assistance that would
enable the youth to be more successful in his or her transition. The sample
was composed of 567 young people (322 females and 245 males), aged 18-20 years, who were residing in a transitional living program in Ontario,
Canada. The three levels of developmental assets were found to have statistically
significant relationships with the seven educational outcomes examined
that ranged between small-to-medium and strong in size. The educational
outcomes consisted of the educational level in which the youth was
currently enrolled, the highest educational level attained, average marks in
school, participation in volunteering, employment, education or training,
development of skills useful for employment, and adequacy of planning for
the youth's education. The implications of the findings for rendering educational
assistance to youths in particular need were discussed." (author's abstract)

Since the mid 1960s, researchers in computer science have famously referred to chess as the 'drosophila' of artificial intelligence (AI). What they seem to mean by this is that chess, like the common fruit fly, is an accessible, familiar, and relatively simple experimental technology that nonetheless can be used productively to produce valid knowledge about other, more complex systems. But for historians of science and technology, the analogy between chess and drosophila assumes a larger significance. As Robert Kohler has ably described, the decision to adopt drosophila as the organism of choice for genetics research had far-reaching implications for the development of 20th century biology. In a similar manner, the decision to focus on chess as the measure of both human and computer intelligence had important and unintended consequences for AI research. This paper explores the emergence of chess as an experimental technology, its significance in the developing research practices of the AI community, and the unique ways in which the decision to focus on chess shaped the program of AI research in the decade of the 1970s. More broadly, it attempts to open up the virtual black box of computer software – and of computer games in particular – to the scrutiny of historical and sociological analysis.

The article probes into tensions following in the wake of feminism's (re)mappings of itself as a landscape that 'is not there', so to speak, but which is constituted and reconstituted discursively and affectively. The author discusses these tensions in relation to the notion of feminist genealogy. The discussion is elaborated with reference to a concrete, past and perhaps disturbing political and theoretical landscape: the official, state-sanctioned 'women's studies' in the GDR during the Cold War. The author argues that efforts at (re)mappings and fillings of historical gaps in the production of women's studies knowledge with reference to inclusion and recognition of 'women's experiences' and 'women's voices' (voices that have been silenced or ignored) may render feminists unable to trace and question the political operations that have produced and reproduce 'woman' and 'women' as the significant subject of feminism. The first part of the article illustrates the challenging complexity of feminist projects of inclusion and recognition by discussing some of the feminist critiques of the so-called 'women's studies' in the GDR during the Cold War. The second part locates this complexity within feminist political and theoretical landscapes and cartographies by discussing it in relation to feminist genealogy.

The landscapes of the Middle East have captured our imaginations throughout history. Images of endless golden dunes, camel caravans, isolated desert oases, and rivers lined with palm trees have often framed written and visual representations of the region. Embedded in these portrayals is the common belief that the environment, in most places, has been deforested and desertified by centuries of misuse. It is precisely such orientalist environmental imaginaries, increasingly undermined by contemporary ecological data, that the eleven authors in this volume question. This is the first volume to critically examine culturally constructed views of the environmental history of the Middle East and suggest that they have often benefitted elites at the expense of the ecologies and the peoples of the region. The contributors expose many of the questionable policies and practices born of these environmental imaginaries and related histories that have been utilized in the region since the colonial period. They further reveal how power, in the form of development programs, notions of nationalism, and hydrological maps, for instance, relates to environmental knowledge production. Contributors: Samer Alatout, Edmund Burke III, Shaul Cohen, Diana K. Davis, Jennifer L. Derr, Leila M. Harris, Alan Mikhail, Timothy Mitchell, Priya Satia, Jeannie Sowers, and George R. Trumbull IV

In recent years, research on the effects of survey sponsorship on response patterns has almost disappeared. This disappearance may be explained by a lack of new knowledge arising from such research. Online surveys raise new questions about the role of sponsorship, particularly in relation to communicating the authenticity of the survey and the importance of participation. This research note summarizes the results of an experiment in which an email invitation was sent to university faculty, staff, and students asking them to participate in an online survey about campus transportation issues. Subjects were randomly assigned to receive an email invitation from either the university survey center or the university transportation department, the actual sponsor of the survey. Rather than manipulate the actual sponsor, our experiment manipulates the prominence of the sponsor (e.g., Transportation Department) in the recruitment process as well as the topic (e.g., transportation issues) as a result of the sponsor prominence. We examine the effects of sponsor prominence on response patterns, namely the response rate and break-off rate. In addition, we examine whether the effect of this manipulation differs for different types of sample strata (faculty/staff vs. students; commuters vs. non-commuters). Adapted from the source document.

Incorporating recent history into the educational curricula of countries that have experienced human rights violations combines the complexities of teaching history, teaching recent history, and human rights education. Recent history makes a historical analysis of social reality and a historiographical analysis of the immediate. It is located between history and present, between past and present, between witness and historian, between memory and history. This situation creates problems in teaching. This article investigates the teaching-learning process of the subunit 'Military regime and transition to democracy' in secondary schools in Santiago, Chile, by means of both a quantitative methodological strategy to identify six unique cases, and a qualitative strategy that is reported in this article. A variety of practices highlighted four models: constructivism, development of meta-cognition, historical discourse, and moral discourse. These models are described. Their diversity is due to the existence of different theoretical frameworks. This unit has gaps in content and historiographical knowledge, and there is no coordination with human rights education. The diversity of models is cause for concern because not all of them encourage students to understand the present as a result of a historical process and how to operate within it.

Biogenic amines (BA) are present in a wide range of foods and mainly can be produced in high amounts by microorganisms through the activity of amino acid decarboxylases. Excessive consumption of foods with large concentrations of these compounds can induce adverse reactions such as nausea, headaches, rashes and changes in blood pressure. These problems are more severe in consumers with less efficient detoxification systems because of their genetic constitution or their medical treatments. The most common and powerful BA found in foods are histamine, tyramine and putrescine. Actually, there is no specific legislation regarding BA content in many fermented products, except for histamine; it is the only BA for which maximum levels in fish products have been set. So, it is generally assumed that these compounds should not be allowed to accumulate. Many factors such as bacterial density, synergistic effects between microorganisms, level of proteolysis (availability of substrate), pH, salt, use of starter cultures, sanitization procedures adopted and conditions and time of ripening process are found to have limiting effects on the build-up of amines. Moreover, improved knowledge of the factors involved in the synthesis and accumulation of BA should lead to reduce in their incidence in foods.

(Post-)Yugoslav anti-war contention has remained an under-theorised topic
almost twenty years after the end of the wars of Yugoslav succession. Rather
than focusing on the ?ontogenesis? of individual pacifist enterprises, this
paper examines the reasons for which (post-)Yugoslav anti-war activisms have
been marginalised in recent East European sociological scholarship. I argue
that a thorough appreciation of these phenomena requires a Yugoslav/regional
approach which has not been favoured by post-Yugoslav social science
scholars. This article also offers a critical reading of the existing
attempts to theorise (post-) Yugoslav anti-war activisms. It criticises their
failure to draw upon the rich conceptual ap?paratus of social movement
theories developed within Western political sociology over the last couple of
decades. In spite of the fact that the concept of ?social movement? may be
contested in the context of post-Yugoslav anti-war engagement on the basis of
its quantitative marginality, this should not deter (post-)Yugoslav social
scientists from applying and refining Anglo-Saxon social movement theories in
a culturally sensitive manner. Specific dynamics of anti-war activism
occurring within an armed conflict has not been sufficiently studied. This is
an important knowledge lacuna where regional sociologists could offer a
substantive contribution.

This article examines the ideas that underpinned American psychological war (psywar) in the Pacific. While we cannot precisely measure its effects, we can trace its intellectual history with more confidence. US psywar was a combination of scientific method and myth-making. Assessments of the Imperial Japanese Army tended to be careful, discriminating, and increasingly sophisticated, if not uniformly accurate. At the level of the battle front, practitioners of the 'mind war' strove to overcome stereotypes and refine and complexify their view of the enemy.The further they moved from the battlefield towards assessments of Japanese military leadership, society, and high politics, the more they became myth-makers, projecting onto Japan a powerful set of preconceived ideas. These included notions of the superstitious and malleable Japanese mind, the suicidal military elite, and the innocent symbol emperor. In their analysis two models of culture evolved. Their approach to the IJA mostly presented culture as dynamic, layered, and conflicted, whereas their view of Japanese society was monolithic, bounded, and timeless. This contradictory pattern can be explained by different levels of exposure to the subject, the practice of filling 'knowledge gaps' with preconceptions, and by American policymaking interests.