Social Value

La consideración del valor social en las transacciones con capital público debería ser un garante de mejora en las sociedades actuales. La inclusión de un reconocimiento e impulso de iniciativas de tipo social o medioambiental, por parte de las entidades públicas, en el momento de llevar a cabo concursos, compras o concesión de subvenciones, podría generar un incremento de la calidad de vida de los ciudadanos, objetivo que, sin duda, debería perseguir cualquier Administración Pública. En el presente artículo se revisa de forma comprensiva la situación de las administraciones (local, autonómica y nacional) en España, a la luz de los recientes cambios en la legislación comunitaria sobre contratación pública y, tras elaborar un diagnóstico de situación, se establecen recomendaciones para impulsar la incorporación de valor social a la contratación pública en España.

The consideration of social value in transactions with public capital should be a guarantee of improvement in our society. The recognition, inclusion and promotion of initiatives of social or environmental character, by public entities, at the time of conducting contests, procurement or grants, could generate an increase in the quality of life of citizens, target that certainly any public administration should pursue. In this article we review comprehensively the situation of the public administrations (local, regional and national) in Spain, and the recent changes in EU public procurement legislation, and after a diagnosis of situation, we develop several recommendations to encourage the incorporation of social value into the public procurement in Spain.

The term 'rock art' refers to marks with no known functional origin that are painted or carved onto natural rock surfaces. People have been producing rock art all around the world for over 40,000 years, and it is still made or used in certain places today, such as the Kimberley region of Australia. There are estimated to be at least 50 million surviving rock art images in the world. These have been made deep within caves, in natural rock shelters, and on rocky outcrops and boulders in the open air. Rock art is best known for the magnificent cave paintings of wild animals created in France and Spain during the last Ice Age, around 40,000-12,000 years ago, but most of the world's rock art was created in the landscape after the Ice Age. There are two main types of rock art. 'Figurative' rock art depicts things we can identify, particularly wild or domesticated animals, although images of people and objects, such as boats, weapons, or houses, are also common. Interestingly, over half of the world's rock art comprises symbols ('motifs') that do not resemble anything recognisable to us-this is called 'abstract' rock art. Abstract rock art is incredibly varied, ranging from simple shapes, like lines or circles, to elaborate and complex forms that often cover an entire rock surface. These motifs were undoubtedly meaningful to the people that made and viewed them, and they capture a wealth of information about past beliefs and values. Their abstract nature makes them challenging for us to understand and appreciate today, and this type of rock art is often overshadowed in public awareness and academic research by more impressive and recognisable figurative images. OPPOSITE: Knock, Dumfries and Galloway ©HES ABOVE: Close-up of cup-and-ring motifs at Ballochraggan 7, Port of Menteith, Stirlingshire ScRAP©HES LEFT: 3D model of cup-and-ring marked rock Townhead 1, near Kirkcudbright, Dumfries and Galloway ScRAP©HES WHAT DO THE CARVINGS LOOK LIKE? By far the most common type of prehistoric carving in Scotland is the cupmark-a roughly circular hollow in the rock surface, usually 2-6cm wide and 0.5-3cm deep. Cupmarks are often surrounded by one or more concentric rings, forming cup-and-ring markings. Also common are linear motifs, or grooves. These basic motifs-cups, rings and grooves-have numerous subtle variations, combinations and arrangements, such as rosettes (a circle of cupmarks surrounded by a ring or circle of cupmarks), or pennanulars (a central cupmark surrounded by one or more incomplete rings, often with a radial groove extending from the cupmark). Far from being simple and repetitive, these motifs can be assembled into incredibly elaborate and complex designs, and each carved rock is unique. Cup-and-ring motif with three penannular rings and two radial grooves. The Binn 1, Fife ©Joana Valdez-Tullett CLOCKWISE FROM TOP LEFT: Cups with single or multiple rings and radial grooves. Drumtroddan, Dumfries and Galloway ©HES Arrangement of cupmarks and grooves. Ardoch, Highland ScRAP NOSAS Team ©HES Linear arrangement of cups, some with short radial grooves, and a cup with single ring. Grange 7, Dumfries and Galloway ScRAP Kirkcudbright Team ©HES Multiple cups arranged around a cup with four rings. High Banks 4, Dumfries and Galloway ScRAP©HES Central cup with multiple gapped rings intersecting with other cups and cup-and-ring motifs. Tormain Hill 1, Midlothian ScRAP ELF Team ©HES

ÖZET Ünlü bir sosyal bilim terimi olarak " değer " , algı sistemimizde, insanların diğer insanlar, objeler, fikirler, durumlar, hareketler, iyi, kötü, arzu edilen, istenmeyen ve bunun gibi konulardaki yargılarını oluşturan bir dizi standart ve ilkelerini ifade etmektedir. Örneğin " ahlâk " kavramı gibi, " değer " kavramı da salt insanın var olduğu alanlara özgü birer kavram olarak bilinmektedir. İnsanın bütün düşünce ve eylemleri, mutlaka birer " değer " ile bağlantılıdır. Şu haldetoplumsal değerler, " insanın tüm yapıp etmelerini biçimlendiren ve yönlendiren ilkeler " olarak görülebilirler. Bu anlamda, herhangi bir toplumsal değerle ilişkili olmayan hiçbir insan davranışından söz edilemez. İnsanlar " dürüst " , " namuslu " veya " iyiliksever " olmaya çalışıyorlarsa, onlarıönemli birer " değer " olarak görmelerinden kaynaklanmaktadır. Bu durumda toplumsal değerlerin aynı zamanda " geleneksel değerler " olduklarının altını da çizmek gerekir. Sosyal bilimler, dünyanın ve yaşamın insanî ve toplumsal yönlerini inceleyen bir akademik disiplinler grubuna verilen addır. Genel olarak bilgi toplama çabası saha araştırmalarını olduğu kadar, yerine göre katılımlı ve katılımsız gözlem faaliyetlerini de gerekli kılar. Bu açıdan araştırmacının toplum içine girerek onun politik düzenini, yasalarını, törelerini, kurumlarını, güç dinamiklerini ve alışkanlıklarını ayrıntılı bir biçimde gözlemlemesizorundadır.Daha sonra eldeki verilerin analizi üzerinde bir açıklama ve yorumlama düzeni geliştirecek ve çıkarsadığı sonuçları toplumla paylaşacaktır. Özünde, bütün bilimsel çalışma ve araştırmaların birer " gözlem " niteliğinde olduklarının altını çizmek gerekir. Bu açıdan bakıldığında, veri kaynağı olarak her şeyden çok toplumun değer yargılarından yararlanan sosyal bilimlerin, onlardan uzak ve bağımsız kalarak işlevselliğini, hatta varlığını korumasının olanaklı olmadığı ortadadır. Başka bir deyişle, sosyal bilimlerle toplumsal değerler arasındaki yaşamsal bağ, bireyin toplumdan uzak veya bağımsız yaşayamayacağı gerçeği ile bire bir örtüşmektedir. Anahtar Kelimeler: Sosyal Değerler, Toplumsal Bilim, Bilim, GİRİŞ Sosyal bilimlerin değerlerden bağımsız olup olamayacağı konusuna ışık tutabilmek için, öncelikle hem " toplumsal değer " hem de " sosyal bilim " kavramlarının bilimsel mahfillerde genel geçerlik kazanmış olan tanımlarına ve işleyiş biçimlerine göz atmakta yarar vardır. Toplumsal değerler birey için neredeyse " olmazsa olmaz " düzeyinde hayati önem taşırlar. Çünkü toplumu bir arada tutan bir çeşit yapışkan işlevi yürüten toplumsal değerler ve onların denetçisi konumundaki toplum, böylesi çıkışlar karşısında pek hoşgörülü ve merhametli değildir. Bu nedenle " toplumsal bir varlık " olan insan için, onları yok saymak genellikle kişisel güvenliği tehlikeye düşürecek derecede bir " dışlanma " olasılığını beraberinde getirmektedir. Birey ile değerlerin birleştirip örgütlenmiş olduğu toplumun ayrılmazlığı fikrini çıkış noktası yaparak değerlerden bağımsız bir sosyal bilimin doğuşuna ve varlığını sürdürmesine ihtiyatla yaklaşan bu çalışmada, bu yaşamsal bağla ilgili çeşitli örneklere yer verilmiştir.

The archaeological sector is going through a challenging
period, not only in the Netherlands, but in many European
countries. The economic recession in particular has slowed
down planning and development activities and, consequently,
development-led archaeological research and activity.
The result is not only a substantial loss of jobs, but also an
increased pressure on the sector to demonstrate its societal
relevance. But whilst archaeologists are engaging more than
ever with the public, there is still a need to further and better
exploit the public benefi t of – in particular – development-led
archaeology. The authors aim to show that there are various
societal values that may help to do so, but which the
archaeological sector so far hardly utilizes.

Existing post-occupancy research rarely considers the importance of the sociality of the building user community and its building user group dynamics. A social value agenda is proposed to promote user-centred design within the built environment, by looking beyond physical design to consider the dynamic interactions that exist between people and their built environment within the social context that mediates them. A social impact valuation methodology, Social Return on Investment (SROI), is trialled in three nonclinical case buildings of varying levels of user-centred design and different build types, representing applied social value research. A qualitative comparison of the " social value " of the case buildings considers the physical design, as well as their varying briefing and design processes, organ-isational setups and building management, and the experiences of the building users. However, the financial SROI data is inconsistent with the qualitative narratives, leading to concern over the effectiveness of SROI at capturing the implications of the sociality of the building user community.

This paper introduces the AHRC funded ACCORD project, a partnership between the Digital Design Studio at the Glasgow School of Art, Archaeology Scotland, the University of Manchester and the RCAHMS. The ACCORD project examines the opportunities and implications of digital visualisation technologies for community engagement and research through the co-creation of 3D models of historic monuments and places. Despite their increasing accessibility, techniques such as laser scanning, 3D modelling and 3D printing have remained firmly in the domain of heritage specialists. Expert forms of knowledge and/or professional priorities frame the use of digital visualisation technologies and forms of community-based social value are rarely addressed. Consequently, the resulting digital objects fail to engage communities as a means of researching and representing their heritage. The first part of this paper presents how the ACCORD project seeks to address this gap through the co-design and co-production of an integrated research asset that encompasses social value and engages communities with transformative digital technologies. The second half of this paper (section 4) presents a case study of an ACCORD project based in Argyll which highlights the nature of community relations with expert groups, issues of archaeological authority and the transformative power of co-production using digital recording techniques.

Η παιδαγωγική αποτελεί ένα πολιτικό, κοινωνικό και εκπαιδευτικό όραµα. Οι νέες παιδαγωγικές δίνουν έµφαση στις κοινωνικές αξίες και απεικονίζουν, ως έναν βαθµό τουλάχιστον, τι θεωρεί χρήσιµο κάθε κοινωνία να µάθουν οι µαθητές. Το σηµερινό σχολείο καλείται να προάγει τις αξίες της αλληλεγγύης και της δηµοκρατίας για µία δίκαιη και χωρίς αποκλεισµούς κοινωνία, στο παρόν και στο µέλλον. Στο παρόν άρθρο παρουσιάζονται τα ευρήµατα από µία ποιοτική συγκριτική έρευνα για τους σκοπούς και τους γενικούς στόχους του µαθήµατος της µουσικής σε τέσσερα επίσηµα προγράµµατα σπουδών: της Ελλάδας, της Σουηδίας της Ιαπωνίας και της Σιγκαπούρης, αναφορικά µε τις κοινωνικές αξίες. Τα προγράµµατα δεν αναλύονται ως µεµονωµένα κείµενα αλλά στο κοινωνικό-πολιτισµικό-εκπαιδευτικό τους συµφραζόµενο. Απώτερος σκοπός αποτελεί η εµβάθυνση στο τι σηµαίνει µουσική εκπαίδευση σε µία κοινωνία και πώς διαµορφώνεται από αυτήν.

Pedagogy is a political, social and educational vision. New pedagogic approaches emphasize social values and illustrate, at least to a certain degree, what each society considers to be useful for students to learn. In nowadays, school ought to promote the values of solidarity and democracy for a society of justice. This article presents the findings of a qualitative comparative research focusing on the aims and general goals of music education in four official music curricula (from Greece, Sweden, Japan, and Singapore), regarding social values. The curricula are deconstructed within their social-cultural-educational context. The ultimate aim is to deepen in what music education means for a society and how society affects
its societal values.

Social value is becoming the currency of social impact.  It’s becoming accepted as a holistic measure of social impact accounting for an organisation’s whole social footprint including its positive and negative social impacts.

In fact social value is experiencing a zeitgeist moment of driving, shaping and accounting for social impact.  This includes its emerging importance in the fields of arts, culture, place and urban change as well as social investment.

Mugny and his colleagues have shown that conflict is sometimes detrimental for learning, but other times beneficial, depending on how it is regulated. Yet, it is assumed that laypeople perceive conflict as uniformly negative. We argue that the valence of these lay perceptions depends on the mode of conflict regulation. Epistemic and relational protective conflict regulation behaviors (integrative and submissive response, respectively) can be described as more focused on the other than relational competitive conflict regulation (self-confirmatory response); thus, they should be perceived as more socially desirable. Moreover, epistemic and competitive regulations can be described as more focused on the self than protective regulation; thus, they should be perceived as more socially useful. First-year psychology students (N = 119) participants evaluated three bogus respondents allegedly regulating conflict in an epistemic, competitive, or protective manner. Results supported both hypotheses, suggesting that conflict is not to be avoided per se and can be positively valued as a function of its regulation.