Purpose: Social responsibility has been accepted as a core value of nursing profession, particularly in the area of health disparity, but it seems to be difficult to understand for what is meant by social responsibility. The purpose of this study was to explore ways to define the concept of social responsibility of nursing in order to understand the meaning of social responsibility in the field of nursing profession. Methods: The concept analysis process by Walker and Avant was used to clarify the meaning of social responsibility of nursing. Results: Defining attributes of social responsibility of nursing included praxis, as approach to strategizing for social and structural change of inequity, care for an oppressed group which is under social suffering caused by the privilege and power, and action for health policy change in social and political unequal contexts. The antecedents of social responsibility of nursing included reflectivities in identifying personal characteristics, taking seriously the perspective of other vulnerable population, recognizing social environmental status quo (‘fair or unfair’), developing competences in ethical and moral reasoning with social issues. Consequences of social responsibility of nursing were achieving social justice, as equal access to basic human health need in societal level, equal access to effective nursing practice delivery system and development of health promotion policy for world health administrative practices (“health for all”) in nursing. Conclusion: This study provides a guidance to direct future studies through the procedure of identifying conceptual attributes in the context of social responsibility of nursing. Future studies are suggested to develop instruments for social responsibility as well as development of educational programs to promote social responsibility competences in nursing students and nurses.

This presentation is based on the article I wrote ((Lebese, 2018) where the A.C.A.I.D system was confirmed as directing human behavior in all situations. The A.C.A.I.D concept is an acronym. A stands for Attention, C for Consideration, A for Action, I for Internalisation and D for duplication. I developed the system over a period of twenty years as an impirical study, to answer a question: Why do I do what I do when I do what I do? Every behavior I exhibited followed specific steps from idea through to duplication. Once completed, I unobtrusively checked if other human beings behaved similarly. Without fail I observed that the A.C.A.I.D is a system that all humans knowingly and unknowingly follow. Through the system I could easily predict how the learners I was teaching could behave in particular situations. Also, I could assist learners who wanted change in their behaviors to know at what stage in the system that change was possible.The postgraduate scholar behaves in a predetermined manner in the research activity. Those behaviors follow an accepted protocol which invariably goes through all the stages of the A.C.A.I.D system. It starts with an idea through to the duplication step which I call “The idea on legs”. When it gets to this stage, it goes back to the beginning and sold as an idea. The system is cyclical.The A.C.A.I.D system as a framework helps the postgraduate researcher to follow an acceptable research praxis from idea interrogation through all the stages. This helps the researcher to follow acceptable predictable methodologis through research.

The concept of "Eco-authoritarianism", although appeared in the 1970s, through the writings of Robert Heilbroner, William Ophuls etc., but Eco-authoritarianism as a theory has emerged very recently [1]. In this era of global environmental degradation and rampant defacement of green space in the rapidly expanding cities of developing countries especially in India, historical sites of green belts, or eco-space developed by royal dynasties or colonial rulers are still preserved by eco-authoritarianism and cultural praxis. A lot of such heritage sites and built-up eco-spaces have faded out over time but at the same time, huge numbers are still present due to the imposition of restrictions by the state or national government or statutory organizations. Built up eco-space under Burdwan Raj Dynasty during the 18th and 19th centuries is still preserved almost in its original form due to the eco-authoritarianism outlook of the present stakeholder (The University authority mainly and the Forest Department). People of this urban unit not only feel proud of such built up eco-space; they also give credit to the university authority for maintaining the legacy of the Raj Dynasty. This investigation attempts to capture not only the role of authoritarian legacy for the preservation and conservation of eco-space in the urban context but also clarify the benefits of this eco-space regarding the cultural ecosystem services and outlook of urbanites towards nature. To portray this, both the qualitative and quantitative methods have been applied to glean the whole perspective.

It is time that universities reexamine what is meant by globalization. Contemporary researchers in science and the humanities (Critchley, Chomsky, Mumford, Ostrom, Eisenstein, Ferry, Orr, Shiva, Klein, Margulis, Meadows, Capra and Tolba, just to name a few) have aptly redefined the concept of « world » as a biological and cultural ecosystem. This paper seeks ways to integrate the theory and practice of eco-citizenship into various cross-disciplinary aspects of higher education, with a focus on curricular adjustments that may be steered by World Languages and Cultures programs. While "global citizenship" is still often understood today as a form of supranational citizenship that may find its actualization through the valuable, yet often arrested efforts of the United Nations, or as the individualistic result of a neoliberal economic emancipation of markets and capital throughout the world, this notion must rather be embedded within a radically cultural, natural and ethical bedrock from which a more potent world citizenry will stem. Departments of World Languages and Cultures and cultures are ideally positioned in the academic landscape to foster the development of a greater eco-civic and biospheric awareness that can permeate new curricular orientations of universities in the US and abroad.