An implicit association test (IAT) measures differential association of 2 target concepts with an attribute. The 2 concepts appear in a 2-choice task (e.g., flower vs. insect names), and the attribute in a 2nd task (e.g., pleasant vs. unpleasant words for an evaluation attribute). When instructions oblige highly associated categories (e.g., flower + pleasant) to share a response key, performance is faster than when less associated categories (e.g., insect + pleasant) share a key. This performance difference implicitly measures differential association (...) of the 2 concepts with the attribute. In 3 experiments, the IAT was sensitive to (a) near-universal evaluative differences (e.g., flower vs. insect), (b) expected individual differences in evaluative associations (Japanese + pleasant vs. Korean + pleasant for Japanese vs. Korean subjects), and (c) consciously disavowed evaluative differences (Black + pleasant vs. White + pleasant for self-described unprejudiced White subjects). (PsycINFO Database Record (c) 2016 APA, all rights reserved). (shrink)

This study tests the hypothesis that the perception of philosophy as a male-oriented discipline contributes to the pronounced gender disparity within the field. To assess the hypothesis, we determined the extent to which individuals view philosophy as masculine, and whether individual differences in this correspond with greater identification with philosophy. We also tested whether identification with philosophy correlated to interest in it. We discovered, first, that the more women view philosophy as masculine, the less they identify with it, and second, (...) that the less women identify with philosophy, the less they want to major in it. Interestingly, this result does not hold for men—their viewing philosophy as masculine does not correspond to their identification with it, nor does it correlate with their likelihood of majoring in it. We also discovered that the typical student does not have a preconceived notion of philosophy as masculine; this suggests that they come to view philosophy as masculine the more they do it, which in turn supports the possibility that teaching the discipline differently may prevent students from conceiving of philosophy as masculine, thus allowing a path to reducing the gender disparity. (shrink)

Ethics training has undergone dramatic changes in the past decade. Global business growth and increased technological change have played a role in the increasing sophistication and development of ethics programs and communication devices. These training initiatives are based on organizational ethical decision making theories and empirical research indicating the benefits of training in developing an ethical organizational culture. In this article, we discuss the issues important in developing effective ethics training, examine the goals and methods currently used in training, introduce (...) an ethics training behavioral simulation, and discuss its implementation and evaluation. (shrink)

In ethics, aesthetics and increasingly in epistemology, a distinction is drawn between thick and thin evaluative concepts. A common characterisation of the distinction is that thin concepts have only evaluative content, whereas thick concepts combine evaluative and descriptive content. Because of this combination, it is again commonly thought that thick concepts have various distinctive powers including the power to undermine the distinction between fact and value. This paper discusses the accuracy of this view of the thick concepts debate, as well (...) as assessing the prospects for a thick concepts argument against the fact value distinction, while introducing the three main philosophical positions on the nature of thick concepts. (shrink)

This scenario-based workbook is designed to encourage police and corrections recruits and officers to think critically and carefully about their actions by providing practical scenarios police and corrections personnel may encounter in their careers.

In this book, the authors help teachers see the need for meaningful student choice and scaffold teachers in that work through learning invitations to students. They argue that when we give students opportunities to practice making choices that matter and when we promote authentic learning situations where students have daily opportunities to try things out and reflect on what happened and what they learned, all students have the capacity to develop learning identities, confidence, and a sense of agency.

Pros and Cons: A Debaters Handbook offers a unique and invaluable guide to the arguments both for and against over 140 current controversies and global issues. Since it was first published in 1896 the handbook has been regularly updated and this nineteenth edition includes new entries on topics such as the right to possess nuclear weapons, the bailing out of failing industries, the protection of indigenous languages and the torture of suspected terrorists. Equal coverage is given to both sides of (...) each debate in a dual column format which allows for easy comparison. Each entry also includes a list of related topics and suggestions for possible motions. The introductory essay describes debating technique, covering the rules, structure and type of debate, and offering tips on how to become a successful speaker. The book is then divided into eight thematic sections, where specific subjects are covered individually. (shrink)

Managing integrity -- Identifying ethical and legal issues in the workplace -- Understanding decision making in the workplace -- Managing organizational culture for integrity -- Increasing legal pressure for ethical compliance -- Developing an effective organizational integrity program -- Implementing ethics and legal compliance training -- Managing integrity in a global economy -- Creating the good citizen organization -- Benefiting from best practices.

Using the Implicit Association Test, recent experiments have demonstrated a strong and automatic positive evaluation of White Americans and a relatively negative evaluation of African Americans. Interpretations of this finding as revealing pro-White attitudes rest critically on tests of alternative interpretations, the most obvious one being perceivers’ greater familiarity with stimuli representing White Americans. The reported experiment demonstrated that positive attributes were more strongly associated with White than Black Americans even when pictures of equally unfamiliar Black and White individuals were (...) used as stimuli and differences in stimulus familiarity were statistically controlled. This experiment indicates that automatic race associations captured by the IAT are not compromised by stimulus familiarity, which in turn strengthens the conclusion that the IAT measures automatic evaluative associations. © 2000 Academic Press. (shrink)

The specific nuances of what Gramsci names ‘the new dialectic’ are explored in this paper. The dialectic was Marx's specific ‘mode of thought’ or ‘method of logic’ as it has been variously called, by which he analyzed the world and man's relationship to that world. As well as constituting a theory of knowledge (epistemology), what arises out of the dialectic is also an ontology or portrait of humankind that is based on the complete historicization of humanity; its ‘absolute “historicism”’ or (...) ‘the absolute secularisation and earthliness of thought’, as Gramsci worded it (, p. 465). Embracing a fully secular and historical view of humanity, it provides a vantage point that allows the multiple and complex effects of our own conceptual heritage to be interrogated in relation to our developing ‘nature’ or ‘being’. The argument presented in this paper is that the legacy of both Hegel and Marx is manifest in the depth of Gramsci's comprehension of what he termed the ‘educative‐formative’ problem of hegemony. It is precisely the legacy of this Hegelian‐Marxist radical philosophical critique that is signified in his continuing commitment to the ‘philosophy of praxis’ and the historical‐dialectical principles that underpin this worldview. (shrink)

According to many, that the normative supervenes on the non-normative is a truism of normative discourse. This chapter argues that those committed to more specific moral, aesthetic, and epistemic supervenience theses should also hold : As a matter of conceptual necessity, whenever something has a normative property, it has a base property or collection of base properties that metaphysically necessitates the normative one. The main aim in this chapter is to show that none of the available arguments establish, or indeed (...) the relevant epistemic, aesthetic, and moral supervenience theses. is not a conceptual truth. This has considerable dialectical importance. One interesting upshot is that it affords non-reductivists and non-naturalists a novel way of resisting certain prominent supervenience-based objections to their views, including objections that formulate supervenience as a purely metaphysical thesis. (shrink)

The claim that the normative depends on the non-normative is just as entrenched in metanormative theory as the claim that the normative supervenes on the non-normative. It is widely held to be a genuine truism, a conceptual truth that operates as a constraint on competence with normative concepts. Call it the dependence constraint. I argue that this status is unwarranted. While it is true that the normative is dependent, it is not a genuine truism, or a conceptual truth, that it (...) depends on the nonnormative. I argue for the following inadequacy claim: that when we cull all the normative terms from our language, and so the concepts that they stand for, what we will be left with will not necessarily be sufficient to adequately describe, conceptualize or represent what it is that we are supposed to be making normative judgements in virtue of. This has implications for both ascriptive and metaphysical understandings of the dependence constraint, and the potential to radically reshape the dialectic in metanormative theory. (shrink)

This paper examines the Bourne trilogy to explore several characteristics of what we term the bioconvergent age. First, we consider the imagined and actual interfaces of bioconvergence—of body, gadgetry, and electronic communications. We explore the ways in which the bioconvergent tendencies represented in and by Bourne reflect and cultivate a cultural unconscious deeply seduced by and imbricated in surveillant governmentality. Second, we consider the ways in which the trilogy achieves its effects through the deployment of both hyperrealism and verisimilitude. In (...) this context, we explore the filmic interpellation of audiences into a fantasy of omnipotence and omni-science, on the one hand, and the underlying phantasy of a zero-sum world that uncouples morality from affect, on the other. Thus, we consider the ways in which Bourne articulates two interlinked phenomena—a distinctively American romance with the sociopathic/heroic subject and a paranoid, dystopic world that is and seems seductively real. Our third theme is the Bourne journey through an obsessional spiral of paranoia, action, and reaction. Here we explore the trilogy as a social description of the expulsive and retentive tendencies of the bioconvergent age, where the demand for instantaneity drives out all other considerations (morality, reason, connection) and where the lost subject, in his interminable quest for himself, remains lost. (shrink)

This article examines how 20 female college students who identified as members of the Church of Jesus Christ of Latter-day Saints negotiated its gender ideology to legitimate their educational goals. The young LDS women creatively employed equality, professionalism, and essentialist discourses to craft a coherent identity as a “good LDS woman” that incorporated their pursuit of higher education. Beyond providing an in-depth look at how college-age LDS women “do gender,” the analysis informs our understanding of the persistence of women's participation (...) in patriarchal religious institutions, the process of women's resistance, and women's role in the negotiated process of hegemony. The authors argue that while women embrace the LDS gender ideology of womanhood, their pursuit of higher education is a form of resistance—embedded resistance—often neglected by scholars. The findings suggest the importance of nomos and meaning in understanding women's participation in and manipulation of patriarchal religious institutions. (shrink)

This article aims to clarify the view that thick concepts are irreducibly thick. I do this by putting the disentangling argument in its place and then setting out what nonreductivists about the thick are committed to. To distinguish the view from possible reductive accounts, defenders of irreducible thickness are, I argue, committed to the claim that evaluative concepts and properties are nonevaluatively shapeless. This in turn requires a commitment to (radical) holism and particularism. Nonreductivists are also committed to the claim (...) that a thick concept is in itself evaluative, and not evaluative because of any link to thin evaluation. (shrink)

Every day, in professional work and in our personal lives, we reproduce by words and behaviors particular understandings of life and how it works. This includes understandings about what is ‘normal’ and ‘not normal’ masculinity and who are ‘normal’ and ‘not normal’ boys and men. Being marginalized or outcast from the norm is rarely a free choice. The language that constructs normal and abnormal is not innocent and does not simply arrive in our minds transparently reflected in our behavior or (...) in our client advice or student education. Examining words and behaviors from adolescent boys and from media sources, this research explores the role of cultural discourses in producing normative and marginalized masculinities. It builds upon recent scholarship that questions cultural prescriptions for masculinity and traditional male norms. Feminist, poststructural, psychoanalytic discourse analysis and multiple methods were used to explore links between cultural discourses of masculinity and performativity of masculinity. Practices of heterosexuality, homophobia, athleticism, economic privilege, toughness, and violence provided pathways toward achieving and/or maintaining status as the hegemonic masculine norm in adolescence. ‘Popularity’ signified the norm and ‘outcasts’ from the norm signified marginalized masculinities. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Looking Back and Moving ForwardDebbie PittsI started my Nursing Assistant career forty-three years ago and have worked in the same long-term care facility for the past forty years now. Over the years, I have seen many cultural changes being made in the field. Back then everyone was referred to as patients, then residents and more recently elders. As these changes took place, it was difficult for us to change (...) in the sense of calling them patients to residents and now elders but we all manage to accomplish it. Our elders have so many more choices nowadays, which has been a wonderful additive for those who live in a facility.As I look back, I can remember when restraints were used routinely. The good old locked Posey belts, pelvic restraints, vest restraints and how many other types that we used to use. Already many years have passed since we have used these things and that is a blessing as they were nothing more than a pain to use for us and our elders. Sometimes they would be so knotted it was difficult to get them untied. I can remember that many who needed to have these were people that had symptoms of now what we call Alzheimer's or people with some sort of dementia. Back then they were unsure of this disease. These were definitely some challenging times to work in. Taking care of the combative person can be very difficult. At least now, we have much more knowledge through education as to how to handle and deal with these issues. I have been fortunate in my facility that we thrive on education, which helps me learn all the modern techniques and ways of dealing with the many issues we have today with dementias.When I go to work daily, I not only have to take care of my elders, but then I also have to deal with their families as well. This too, can be somewhat difficult at times. Some of them can become quite demanding with the cares needed for their loved one. After dealing with them I often find that they have a guilty feeling for having to place them in a nursing home, but it can still create a problem for you and make it hard to get your cares done for other elders on your daily schedule. As much as I try to reassure them that their family member is getting the best care and attention they need, sometimes it isn't enough to satisfy them. There are times if I feel pressured or frustrated I will talk with my supervisor, or a social worker, and ask them if they could have a talk with the family for me. I find that having [End Page 143] good communication with every department and all supervisors is vitally important in my job. Unlike years ago, today we are all a team and are there for our elders and their every need.On a more personal level, with my daily routine in care, I love when I can take my elder for a walk. Sometimes they may be fearful of falling or something else. Using reassurance and encouragement and getting them going can be a very rewarding situation. It's when they don't believe they are capable of doing this, and then they do, when you realize just how much you have done for them. The smiles, thank yous and hugs I get back can just warm your heart and even put tears in your eyes. The sense of accomplishment provided for them is very rewarding. This is just so true whether it be walking, eating, bathing or dressing. Taking the time to work individually with each elder on whatever levels needed is so important. When they tell their family member about their accomplishment that they achieved today, they are so proud. The smiles, twinkle in their eyes and the excitement shown is just amazing. Sometimes at this point I can develop a relationship with the difficult family member. Normally they will be happy for their loved one's accomplishment and grateful to you for helping them. My personal accomplishment is becoming a... (shrink)

While preaching in Siena in 1427, the Franciscan preacher, Bernardino of Siena referred to a celebrated painting by Simone Martini. The specific painting was the Annunciation now in the Uffizi Gallery in Florence and originally located in Siena’s Cathedral. Bernardino referred to it in connection with schooling young girls in the virtue of modesty:You see she [the Virgin] does not gaze at the angel, but sits with that almost frightened pose. She knew well it was an angel, so why should (...) she be disturbed? What would she have done if it had been a man? Take her as an example, girls, of what you should do. Never talk to a man unless your father or mother is present.1Here Bernardino offered the image of the Virgin as a .. (shrink)

La mondialisation économique qui définit nos sociétés contemporaines comme globales a entraîné une rencontre de la traduction avec les technologies, de façon à les adapter aux diverses situations locales. Dénommée tout d'abord « localisation » dans certains milieux professionnels, cette rencontre s'est vite complexifiée en incluant d'abord l'industrie de l'informatique puis divers marchés , affectant manifestement des secteurs entiers de la communication et de notre organisation sociale. Cet article traite plusieurs des faits marquants de cette rencontre de l'Internet et des (...) nouvelles technologies de l'information et de la communication avec la traduction, qui est devenue une composante majeure de l'internationalisation des produits et des services.Economic globalization that defines our contemporary societies as global resulted in a meeting with the translation technologies, so as to adapt them to different local situations. First called "localization" in some professional circles, this meeting was quickly complicated by including first the computer industry and various markets , Clearly affecting sectors whole communication and social organization. This article discusses several of the highlights of this meeting of the Internet and new information technologies and communications with the translation, which became a major component of the internationalization of products and services. (shrink)

Description of the Center for the Advancement of Philosophy in the Schools (CAPS) program at California State University, Long Beach. The program places undergraduate philosophy students in area schools to lead pre-college students in various philosophical learning activities.

Description of the Center for the Advancement of Philosophy in the Schools (CAPS) program at California State University, Long Beach. The program places undergraduate philosophy students in area schools to lead pre-college students in various philosophical learning activities.

Description of the Center for the Advancement of Philosophy in the Schools (CAPS) program at California State University, Long Beach. The program places undergraduate philosophy students in area schools to lead pre-college students in various philosophical learning activities.

In January 2022 the new Dutch Civic Integration programme was launched together with promises of improvements it would bring in facilitating the ‘integration’ of newcomers to the Netherlands. This study presents a critical discourse analysis of texts intended for municipalities to take on their new coordinating role in this programme. The analysis aims to understand the discourse in the texts, which actors are mobilized by them, and the role these texts and these actors play in processes of governmental racialization. The (...) analysis demonstrates shifting complex assemblages are brought into cascades of governance in which all actors are disciplined to accept the problem of integration as a problem of cultural difference and distance, and then furthermore disciplined to adopt new practices deemed necessary to identify and even ‘objectively’ measure the inherent traits contributing to this problematic. Lastly, the analysis displays that all actors are disciplined to accept the solution of ‘spontaneous compliance’; a series of practices and knowledges, which move the civic integration programme beyond an aim of responsibilization, into a programme of internalization, wherein newcomers are expected to own and address their problematic ‘nature’, making ‘modern’ values their own. (shrink)