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Rapid advances in cognitive neuroscience and converging technologies have led to a vigorous debate over cognitive enhancement. This book outlines the ethical and social issues, but goes on to focus on the policy dimensions, which until now have received much less attention. As the economic, social and personal stakes involved with cognitive enhancement are so high, and the advances in knowledge so swift, we are likely to see increasing demands for government involvement in cognitive enhancement techniques. The book therefore places these techniques in a political context and brings the subsequent considerations and divisions to the forefront of the debate, situating their resolution within the milieu of interest group politics. The book will provide a starting point from which readers can develop a balanced policy framework for addressing such concerns.
China's exponential rise and America's relative decline have led to a transition of power in contemporary Asia. The US pivot towards Asia is the most evident manifestation of such a transition, and Indian foreign policy shows signs of a hedging strategy, with attempts to strengthen ties with both China and the US.
Based on an eight-year study of a family on the Isle of Skye, Scotland, this book explores why the children in the family do not often speak Gaelic, despite the adults' best efforts to use the language with them, as well as the children's attendance at a Gaelic immersion school.
In the globalized Arctic there has been a transformation from military security to human security. Climate change, the utilization of Arctic resources and other global challenges have caused the Arctic 'paradox' and a need to redefine security.
This book is open access under a CC-BY license. Policy-making to address grand challenges faces greater complexity than any previous project of modernization. Future scenarios are haunted by uncertainty and there is real ambivalence as to the values that policy should strive for. In this situation decision-makers look to research and innovation to provide answers and solutions. But neither can the great transitions ahead be planned by science, nor will conventional methods of innovation bring such transitions about. A turn to interactive governance is therefore underway with policy-makers and citizens becoming increasingly involved in processes of deliberating futures. Technology Assessment (TA) is the art of structuring such processes. TA goes beyond traditional expert policy analysis by systematically combining a multi-disciplinary evidence base with participatory approaches to policy deliberation. TA thus seeks to act as a hub for serious and transparent dialogue between policy, industry, science, and society about the challenges ahead and the available options for overcoming them responsibly. This volume offers an up-to-date account of the expansion of technology assessment capacities across new European member states. The contributions of this volume are written by leading European researchers and practitioners in technology assessment (TA) and are based on the PACITA (Parliaments and Civil Society in Technology Assessment) project.
This book draws together a variety of detailed case studies to demonstrate the unique interaction between the past and the present which occurs within the professional education context. Using a psychosocial approach, Alan Bainbridge suggests that this process of identity or role formation requires the expectations and fantasies of the past to be negotiated at the unconscious, individual and social level. A focus on personal agency and dealing with the complexity inherent in education settings highlights the macro and micro negotiations new education professionals are required to undertake between the margins of the personal and professional to provide a more nuanced model for early professional development.
In his works on ethics, Foucault turned towards an examination of one's relationship with oneself and others. This differs from the modern approaches that explore the relationship between and the responsibilities of actors to each other by adopting criteria. Ethical criteria engender assumptions about the actors by focusing on their responsibilities. Instead of relying on criteria, Foucault's writing and lectures contributed to an awareness of the activities we take upon ourselves as ethical subjects. His reconstruction of the Greco-Roman ethics seeks to examine the possibilities of the reconstitution and transformation of subjectivity. Through this, he offers an avenue of understanding the formation of ethical subjects in their educational interrelationships.

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