Contributors to this volume demonstrate how the ethics of care factors into a variety of social policies and institutions, and can indeed be useful in thinking about a number of different social problems. Divided into two sections, the first looks at care as a model for an evaluative framework that rethinks social institutions, liberal society, and citizenship at a basic conceptual level. The second explores care values in the context of specific social practices or settings, as a framework that should (...) guide thinking. (shrink)

In a time of rapid technological and social change, business organizations must help their employees develop a new appreciation of how social and ethical values are being shaped and challenged by evolving information technologies. Many ethical and social conflicts have arisen around the advanced information technology used today. The emerging technologies continue to create situations not previously encountered. There are numerous risks facing corporations involved in the use of computing technology. Leaders of organizations looking ahead to assess the impact of (...) technological changes can try to prepare their employees for the future. This paper addresses the urgent need for individuals in corporations to become more knowledgeable about computing technologies and their impact. (shrink)

The Covid-19 pandemic has compounded the global food insecurity crisis, disproportionately affecting the consumers, farmers, and food workers. The significant disruptions caused by Covid-19 have called international attention to food security and sparked conversations about how to better support food production and trade. Our paper contributes to a small but growing literature on the impacts and responses of agroecological farmers to Covid-19 in Costa Rica. Specifically, we interviewed 30 agroecological farmers about livelihood disruptions during Covid-19, the areas of food production (...) and sales most affected during this pandemic, and how farmers and consumers are adapting during this crisis. Our findings reveal multiple impacts on agroecological farmers including: economic hardships of lower incomes and inability to pay loans, changes in purchasing and consumption patterns, market disruptions, changes in sales, a decrease in agrotourism, and a shortage of farmworkers. Furthermore, we also report the following farmer adaptation strategies: minimizing distance with consumers to facilitate direct delivery, establishing e-commerce platforms. Based on our findings, we recommend the following: building farmer networks for knowledge sharing, increasing technological support for farmers, and providing government support to ensure that such crises do not increase unemployment among farmers and exacerbate food insecurity. (shrink)

The purpose of this text is to tell the story of the implementation of the _Act Respecting End-of-Life Care,_ referred to hereafter as _Law 2_ (Gouvernement du Québec, 2014) with an emphasis on the ambiguous role of ethics in the Interdisciplinary Support Groups (ISGs), created by Quebec's _Ministère de la santé et des services sociaux_ (MSSS). As established, ISGs provide “clinical, administrative and ethical support to health care professionals responding to a request for Medical aid in dying (MAiD)” (Gouvernement du (...) Québec, 2015). It is suggested that their composition includes the participation of a person with an expertise in ethics. These ISGs represent an important innovation for stakeholders involved in MAiD. To date, no scientific research has specifically addressed ISGs and little research has been conducted in other jurisdictions on the roles, operations and practices of MAiD support structures, especially the implication of ethics. Several ISGs have certainly developed promising practices that could benefit all stakeholders in the wider field of ethics and end of life. We will explore the development of ISGs in Quebec as a support structure for MAiD by highlighting the role that ethics has played (and should play) in these morally and humanly challenging situations. (shrink)

The #metoo movement has forced many fans to consider what they should do when they learn that a beloved artist has acted immorally. One natural thought is that fans ought to give up the artworks of immoral artists. In Why It's OK to Enjoy the Work of Immoral Artists, Mary Beth Willard argues for a more nuanced view. Enjoying art is part of a well-lived life, so we need good reasons to give it up. And it turns out good (...) reasons are hard to find. Willard show that it's reasonable to believe that most boycotts of artists won't succeed, so most of the time there's no ethical reason to join in. Someone who manages to separate the art from the artist isn't making an ethical mistake by buying and enjoying their art. She then considers the ethical dimensions of canceling artists and so-called "cancel culture," arguing that canceling is ethically risky because it encourages moral grandstanding. Willard concludes by arguing that the popular debate has overlooked the power of art to change our lives for the good. It's of course OK to decide to give up the artwork of immoral artists, but--as Willard shows in this provocative little volume--it's OK to continue to enjoy their art, as well. Key Features Offers accessible discussions of complicated philosophical topics like aesthetic value, collective action problems, and epistemic justice Provides a unique perspective and underexplored argument on the popular issue of cancellation Explores the role of aesthetic value in our lives, including its relation to our ethical decisions and our well being. (shrink)

What are the driving forces of cultural macroevolution, the evolution of cultural traits that characterize societies or populations? This question has engaged anthropologists for more than a century, with little consensus regarding the answer. We develop and fit autologistic models, built upon both spatial and linguistic neighbor graphs, for 44 cultural traits of 172 societies in the Western North American Indian (WNAI) database. For each trait, we compare models including or excluding one or both neighbor graphs, and for the (...) majority of traits we find strong evidence in favor of a model which uses both spatial and linguistic neighbors to predict a trait’s distribution. Our results run counter to the assertion that cultural trait distributions can be explained largely by the transmission of traits from parent to daughter populations and are thus best analyzed with phylogenies. In contrast, we show that vertical and horizontal transmission pathways can be incorporated in a single model, that both transmission modes may indeed operate on the same trait, and that for most traits in the WNAI database, accounting for only one mode of transmission would result in a loss of information. (shrink)

Retaliation against whistleblowers is a well-recognized problem, yet there is little explanation for why uninvolved peers choose to retaliate through ostracism. We conduct two experiments in which participants take the role of a peer third-party observer of theft and subsequent whistleblowing. We manipulate injunctive norms and descriptive norms. Both experiments support the core of our theoretical model, based on social intuitionist theory, such that moral judgments of the acts of wrongdoing and whistleblowing influence the perceived likeability of each actor (...) and ultimately influence intention to ostracize each actor and indicate more willingness to ostracize the whistleblower than the wrongdoer. When we vary norms for the wrongdoing in Experiment 1, we find that descriptive and injunctive norms indirectly influence intentions to ostracize both the wrongdoer and whistleblower. These relationships are serially mediated by the observers’ moral judgments of the act and likeability of the actor. When we vary norms for whistleblowing in Experiment 2, the injunctive norm manipulation affected moral judgment of the action of whistleblowing, and we do not observe any other significant effects of the norm manipulations on moral judgments of the actions of wrongdoing or whistleblowing. (shrink)

Mastery imagery has been shown to be associated with more positive cognitive and emotional responses to stress, but research is yet to investigate the influence of mastery imagery ability on imagery’s effectiveness in regulating responses to acute stress, such as competition. Furthermore, little research has examined imagery’s effectiveness in response to actual competition. This study examined (a), whether mastery imagery ability was associated with stress response changes to a competitive stress task, a car racing computer game, following an imagery (...) intervention, and (b), the effects of different guided imagery content on pre-task cognitive and emotional responses. In Session 1, 78 participants (M age = 20.03 years, SD = 1.28) completed ratings of pre-task anxiety intensity and direction, confidence, and perceived control. Imagery ability was also assessed before completing the task. In Session 2, participants were randomly allocated to an imagery condition (positive mastery, negative mastery, relaxation) or control group (no imagery) before completing the task and outcome measures again. For the negative mastery group, greater positive mastery imagery ability was associated with greater perceived control and perceiving anxiety as more facilitative. Furthermore, mastery imagery ability moderated the relationship between anxiety intensity and direction. Altogether, results suggest that positive mastery imagery ability may act as a potential buffer against the effects of negative images. (shrink)

Research relating to patients’ views of the good nurse has mainly focused on the perspectives of adult patients, with little exploring the perceptions of children. This article presents findings from a qualitative study that explored views of the good nurse from the perspective of hospitalized children. The aims of the study were threefold: to remedy a gap in the literature; to identify characteristics of the good nurse from the perspective of children in hospital; and to inform children’s nursing practice. (...) Twenty-two children were interviewed using an adapted ‘draw and write’ technique. Five themes relating to children’s views of the good nurse emerged from the analysis: communication; professional competence; safety; professional appearance; and virtues. Each of these will be discussed in relation to good nurse literature and recommendations made for children’s nursing practice. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Kennedy Institute of Ethics Journal 14.4 (2004) 411-425 [Access article in PDF] Vulnerability, Vulnerable Populations, and Policy Mary C. Ruof "Special justification is required for inviting vulnerable individuals to serve as research subjects and, if they are selected, the means of protecting their rights and welfare must be strictly applied."Guideline 13: Research Involving Vulnerable Persons International Ethical Guidelines for Biomedical Research Involving Human Subjects Council for International Organizations (...) of Medical Sciences (CIOMS) and World Health Organization (WHO) Geneva, Switzerland, 2002 Within medical research and healthcare certain groups are afforded special protections and services because of their designation as vulnerable. The vulnerable require special justification to participate in human subject research in order to eliminate potential human rights abuses. The Nuremberg Code of 1947 was written in response to the extreme human subject abuses that occurred under the Nazi regime, and, although the intent of the 1947 Code was to protect human rights, rigid voluntary consent requirements deprived some individuals of the right to participate in clinical trials. Recent human research guidelines, such as the CIOMS/WHO guidelines referenced above and the guidelines referenced in Section V of this Scope Note, attempt to balance both protection from abuse in research and access to new, experimental treatments for the vulnerable.Although various protective guidelines stipulate special protections for vulnerable populations, the concept of vulnerability and consequently the criteria designating vulnerable populations remain vague. Precisely who are the vulnerable? The word "vulnerability" stems from the Latin vulnerare, "to wound." (Oxford Encyclopedic English Dictionary 1995). In clinical research, the term [End Page 411] vulnerable generally is applied to individuals who are unable to give informed consent or who are susceptible to coercion. The Common Rule (45 CFR 46, Subpart A) includes as vulnerable research subjects: children, prisoners, pregnant women, and persons who are handicapped, mentally disabled, economically disadvantaged, or educationally disadvantaged. Although the Common Rule specifies certain vulnerable categories, the guidelines were not intended to be exclusive, leaving open the interpretation of vulnerability.In medical research and health policy, vulnerability is an abstract concept that has concrete effects both for those labeled vulnerable and for those not. Clinical researchers, healthcare workers, ethical reviewers, and policymakers must be able to identify vulnerable subjects to establish how healthcare resources will be allocated and who will qualify for special protections and socialized benefits. Attempts to quantify vulnerability in clear, measurable ways have met little if any consensus. As Alexander Morawa (II, 2003, p. 150) states, "There is no single approach to definition of vulnerability. In fact, there is no purposeful categorisation at all."Difficulties in defining vulnerability have prompted discourse surrounding its utility as a qualifying factor in the allocation of health resources and its appropriateness as a guiding principle in bioethics. Some of the authors cited in this Scope Note argue against the labeling and categorization of vulnerable individuals and populations. "Labeling individuals as 'vulnerable' risks viewing vulnerable individuals as 'others' worthy of pity, a view rarely appreciated" (III, Danis and Patrick 2002, p. 320). The categories of vulnerable groups listed under the Common Rule have been the source of controversy, "for example, many find the suggestion that pregnant women are vulnerable to be quite sexist" (IV, DeBruin 2001, p. 7). Instead of creating categories of vulnerable populations, would it not be better to derive an account of just treatment from a just social policy at large that encompasses human vulnerabilities (II, Brock 2002, p. 283).For some of the authors listed here, the concept of vulnerability is essential to bioethics. Robert Goodin (I, 1985, p. 107) writes that the vulnerability of other human beings is the source of our special responsibilities to them. In contrast to the four American principles of biomedical ethics—autonomy, nonmaleficence, beneficence, and justice—the four principles of European bioethics and biolaw include vulnerability along with autonomy, dignity, and integrity. According to, Jacob Dahl Rendtorff and Peter Kemp (I, 2000, p. 274) "the principle of vulnerability is ontologically prior to the other [European] principles, it expresses better than all of the other ethical principles... the finitude of the human condition."Some of the... (shrink)

Nurses’ duties and patients’ rights have been important foci in nursing. Nurses’ rights legitimate the power and responsibility of the profession. There are few published articles on this subject in the nursing science literature. This article is a theoretical examination of nurses’ rights that aims to structure (i.e. show the internal logic of) those that have been little studied. It is based on the philosophical literature and published research. Nurses’ rights can be divided into: human and civil rights, rights (...) based on health care legislation, professional rights, and earned rights. In this context, professional rights relate to nursing and also to tasks shared with other health care professions. Analyzing nurses’ rights will help to promote these rights, improve nurses’ position both nationally and internationally, and provide possibilities for enhancing patient care. (shrink)

Frustration is widely recognised to be central to many cases of moral anger in a political context, yet little philosophical attention has been paid to it. In this paper, I offer a much-needed philosophical analysis of frustration, working primarily with the example of the recent South African student protests. By developing a deeper philosophical understanding of frustration and its connections to moral anger, I argue that the movement between the two has a couple of important aspects. First, the movement (...) involves a transformation from simply responding to some opposition to viewing that opposition as wrongfully imposed by an agent; second, in the cases that are my focus, the movement is a response to a persistent opposition that is compounded by an erosion of trust, confidence and hope within a moral community, which ultimately changes the very nature of the opposition into a form of wrongdoing. These aspects allow us to assess the appropriateness of the movement, thereby developing a rich analysis of moral anger arising out of frustration in a political context. (shrink)

For a little more than a decade, professional organizations and healthcare institutions have attempted to develop guidelines and policies to deal with seemingly intractable conflicts that arise between clinicians and patients (or their proxies) over appropriate use of aggressive life-sustaining therapies in the face of low expectations of medical benefit. This article suggests that, although such efforts at conflict resolution are commendable on many levels, inadequate attention has been given to their potential negative effects upon particular groups of patients/proxies. (...) Based on the well-documented tendency among many African Americans to prefer more aggressive end-of-life medical interventions, it is proposed that the use of institutional policy to break decision making impasse in cases for which aggressive treatment is deemed "medically inappropriate" will fall disproportionately on that group. Finally, it is suggested that the development and application of institutional conflict-resolution policies should be evaluated in the context of historical and current experiences of marginalization and disempowerment, lest such policies exacerbate that experience. (shrink)

Patient’s duties are a topical but little researched area in nursing ethics. However, patient’s duties are closely connected to nursing practice in terms of autonomy, the best purpose of care and rethinking from the patient’s perspective. This article is a metasynthesis (N = 11 original articles) of patient’s duties, aimed to create a tentative model. In this article, a tentative model called ‘right-based duties of a patient’ was constructed. With its aid, a coherent structure of patient’s duties within different (...) roles and objects of a patient can be defined. In addition, the ethical basis, prerequisites, outcomes and risks of patient’s duties can be named. In conclusion, so-called right-based duties of a patient constitute the basic argument. Patient’s duties are not unambiguous for all patients, and the global perspective to duties has been challenged. However, due to both conceptual and practical reasons, rethinking of patient’s duties is needed. (shrink)

Representing parthood relations in ORM has received little attention, despite its added-value of the semantics at the conceptual level. We introduce a high-level taxonomy of types of meronymic and mereological relations, use it to construct a decision procedure to determine which type of part- whole role is applicable, and incrementally add mandatory and uniqueness constraints. This enables the conceptual modeller to develop models that are closer to the real-world subject domain semantics, hence improve quality of the software.

Health‐care and public sector institutions are high‐risk settings for workplace bullying. Despite growing acknowledgement of the scale and consequence of this pervasive problem, there has been little critical examination of the institutional power dynamics that enable bullying. In the aftermath of large‐scale failures in care standards in public sector healthcare institutions, which were characterised by managerial bullying, attention to the nexus between bullying, power and institutional failures is warranted. In this study, employing Foucault's framework of power, we illuminate bullying (...) as a feature of structures of power and knowledge in public sector institutions. Our analysis draws upon the experiences of a large sample (n = 3345) of workers in Australian public sector agencies – the type with which most nurses in the public setting will be familiar. In foregrounding these power dynamics, we provide further insight into how cultures that are antithetical to institutional missions can arise and seek to broaden the debate on the dynamics of care failures within public sector institutions. Understanding the practices of power in public sector institutions, particularly in the context of ongoing reform, has important implications for nursing. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Human Gene TherapyMary Carrington Coutts (bio)On September 14, 1990, researchers at the U.S. National Institutes of Health (NIH) performed the first approved gene therapy procedure on a four-year-old girl named Ashanti DeSilva. Born with a rare genetic disease, severe combined immune deficiency (SCID), Ashanti lacked a healthy immune system and was extremely vulnerable to infection. Children with SCID usually develop overwhelming infections and rarely survive to adulthood; even a (...) common childhood illness like chicken pox is life-threatening. Ashanti led a cloistered existence, avoiding contact with people outside her family, remaining in the sterile environment of her home, and battling frequent illnesses with massive amounts of antibiotics.In Ashanti's gene therapy procedure, her own white blood cells were genetically modified and then infused back into her bloodstream. Laboratory tests show that the therapy has strengthened Ashanti's immune system. She no longer has recurrent colds, has been allowed to attend school, and has been immunized against whooping cough. This gene therapy procedure is not a cure, however. The genetically-treated white blood cells only survive for a few months and must then be replaced, but Ashanti's future is much brighter because of the new therapy (VI, Thompson [The First] 1993).Although this simplified description of Ashanti's gene therapy procedure sounds like a happy ending, it is little more than an optimistic chapter in a long story. The road to the first approved gene therapy procedure was rocky and fraught with controversy. The biology of human gene therapy is very complex, and there are still many techniques that need to be developed and diseases that need to be understood more fully before gene therapy is well established. The public policy debate surrounding the possible use of genetically engineered material in human subjects is equally complex. Major participants in the debate come from the fields of biology, government, law, medicine, philosophy, politics, and religion, each bringing different views to the discussion.In studying the ethics of gene therapy, one should draw a distinction between [End Page 63] therapy on somatic (non-reproductive) cells and germ (reproductive) cells. Only the germ cells carry the genes that will be passed on to the next generation. Reactions to gene therapy have varied widely. Some commentators on gene therapy object to any form of genetic manipulation, no matter how well-intentioned (VI, Rifkin 1983). Another reaction is to allow the use of somatic-cell therapy, but not to approve the use of germ-line therapy, which could have unforeseeable effects on future generations. A different stance is that, with proper regulation and safeguards, germ-line gene therapy is a logical extension of the progress made to date and that it is an ethically acceptable procedure.TechniquesTo date, 43 research protocols have been approved for somatic-cell gene therapy in the United States. The techniques employed in each protocol vary, but in general a virus is used as a "vector" to insert the desired gene into the DNA of the patient's cells, in order to compensate for a defective gene. For Ashanti's gene therapy, this technique involved obtaining white blood cells and introducing properly functioning genes into as many of the cells as possible. The normal genes were delivered through the use of a specially-engineered virus.Although similar techniques are used in germ-line gene therapy, the procedure is more difficult. There are two basic ways to perform germ-line gene therapy: (1) to treat a preimplantation embryo that carries a serious genetic defect before its implantation in the mother, which necessitates the use of in vitro fertilization techniques; or (2) to treat the germ cells (sperm or egg cells) of afflicted adults so that the genetic defects would not be passed on to their offspring, which requires the technical expertise to delete the defective gene and insert a properly functioning replacement. Because of the complexity of the procedures involved and the attendant ethical controversy, germ-line therapy is not currently performed.Candidate Diseases for Gene TherapyAt present, gene therapy is likely to be most successful in treating diseases that are caused by single-gene defects and has been approved for treating diseases such... (shrink)

This paper examines the effects of three different types of father absence on the timing of life history events among women in rural Bangladesh. Age at marriage and age at first birth are compared across women who experienced different father presence/absence conditions as children. Survival analyses show that daughters of fathers who divorced their mothers or deserted their families have consistently younger ages at marriage and first birth than other women. In contrast, daughters whose fathers were labor migrants have consistently (...) older ages at marriage and first birth. Daughters whose fathers died when they were children show older ages at marriage and first birth than women with divorced/deserted fathers and women with fathers present. These effects may be mediated by high socioeconomic status and high levels of parental investment among the children of labor migrants, and a combination of low investment, high psychosocial stress, and low alloparental investment among women with divorced/deserted fathers. Our findings are most consistent with the Child Development Theory model of female life history strategies, though the Paternal Investment and Psychosocial Acceleration models also help explain differences between women in low paternal investment situations (e.g., father divorced/abandoned vs. father dead). Father absence in and of itself seems to have little effect on the life history strategies of Bangladeshi women once key reasons for or correlates of absence are controlled, and none of the models is a good predictor of why women with deceased fathers have delayed life histories compared with women whose fathers are present. (shrink)

An excerpt from CHAPTER I. THE FORCES OF NATURE. You have asked me to give you an account of the opinions really held by some of those authors whose views you have seen caricatured in Punch and censured in religious periodicals. The subjects on which you specially questioned me were the speculations of Mr. Darwin, and the real or pretended discoveries of mesmerists, spiritualists, homoeopathists, and phrenologists. But a little reflection will, I think, convince you, that if I pretended (...) to give you, in a few conversations, the result of the lifelong labours of a succession of earnest and clever men, I could in reality only succeed in puzzling you, and in proving my own unfitness to act as the interpreter of any serious thinker whatever. It will be, I think, more to the purpose if I endeavour to put into your hands an end of the golden thread which, as it seems to me, binds all science together, giving us a clue through its intricate mazes, bridging over its awful chasms, and enabling us to walk fearlessly, even where we can see no light. If you like it, I will afterwards try to tell you what I believe to be the true meaning of some of the real or supposed revelations of modern investigation : but my main object will be to show you how you may, throughout your studies, make facts speak for themselves, and get help from books instead of being confused by them. In the first chapter of the Bible we read that the earth was originally without form and void. Next it is said that the "Spirit of God" moved upon the face of the waters. And throughout the Old Testament it is easy to see that the writers attributed the settling down of things in general, the ordering of the heavens, the coming up of dry land from under the sea, the clearing away of mists and vapours, and the production of life upon the earth, to the action of this Spirit (or Word) of God upon the chaos of matter. And not only so, but they evidently believed this living Word or Spirit to be continually present throughout creation, at every rising of sun or moon or star, in all cosmical changes, at every birth of man or beast, at every recovery of man or beast from sickness, in all growth, in all life, in all enjoyment; and to be at each moment the indispensable preserver of every living thing from decay.... (shrink)

Home-based service jobs have developed considerably across Western societies. In fact, chances are high that a working-class woman in France today will, at some point in her life, be a house cleaner, home-based child care provider, or home aide for the elderly. Going against political, scholarly, and everyday discourses that, saturated with the double prejudices of gender and class, treat all these home service occupations, which require little prior training, the same, this article illuminates the variability of the forms (...) of subordination experienced by women practicing these occupations in France. Comparing these jobs with the ensemble of low-skill jobs and with each other exposes what is specific to the particular form of subordination each job type entails, in terms of the extent of job supervision and the nature of the home where it is practiced, the presence or absence of relations with coworkers and/or a “public,” and the nature of this “public.” It mobilizes nationwide statistical data in a new way to shift attention to these numerous ordinary work situations, which are much less studied than those of the domestic workers of the wealthiest cities of the Western world. (shrink)

There is already a long history of conversation between feminism and deconstruction, feminist theorists and Derrida or Derrideans. That conversation has been by turns fraught and constructive. While some of these interactions have occurred in queer feminism, to date little has been done to stage an engagement between deconstruction and transfeminism. Naysayers might think that transfeminism is too recent and too identitarian a discourse to meaningfully interact with Derrida’s legacy. On the other hand, perhaps Derrida’s work was too embedded (...) in second wave feminism, and in some cases implicit misogyny and transphobia, to meet transfeminism on its own playing field. And yet, I think both suspicions shortchange these discourses. In this article, I stage a conversation between Derrida and two writers working in the area of trans feminism: Paisley Currah and Julia Serano. I explore, in particular, how their conceptions of gender neutrality or gender pluralism are complementary and together change the so-called “question of woman,” from a philosophical and political perspective. (shrink)

Background:Clinical investigation is a growing field employing increasing numbers of nurses. This has created a new specialty practice defined by aspects unique to nursing in a clinical research context: the objectives, setting, and nature of the nurse–participant relationship. The clinical research nurse role may give rise to feelings of ethical conflict between aspects of protocol implementation and the duty of patient advocacy, a primary nursing responsibility. Little is known about whether research nurses experience unique ethical challenges distinct from those (...) experienced by nurses in traditional patient-care settings.Research objectives:The purpose of the study was to describe the nature of ethical challenges experienced by clinical research nurses within the context of their practice.Research design:The study utilized a qualitative descriptive design with individual interviews.Participants and research context:Participating nurses self-identified as having experienced ethical challenges during screening. The majority were Caucasian, female, and worked in outpatient settings. Approximately 50% had > 10 years of research experience.Ethical considerations:The human subjects review board approved the study. Written informed consent was obtained.Findings:Predominant themes were revealed: the inability to provide a probable good, or/do no harm, and dual obligations. The following patterns and subthemes emerged: conflicted allegiances between protocol implementation, needs of the participant, desire to advance science, and tension between the nurse–patient therapeutic relationship versus the research relationship.Discussion:Participants described ethical challenges specific to the research role. The issues are central to the nurse–participant relationship, patient advocacy, the nurse’s role in implementing protocols, and/or advancing science.Conclusion:Ethical challenges related to the specialized role of clinical research nurses were identified. More research is warranted to fully understand their nature and frequency and to identify support systems for resolution. (shrink)

In recent years Community Supported Agriculture (CSA), an innovative grassroots movement connecting consumers with a local farm, has rapidly spread across Germany and other industrialized countries. An increasing number of consumers who are dissatisfied with conventional food supply chains have signed up to receive fresh produce, support a local community and protect the environment. So far little is known, though, about the underlying value structures of CSA. Nevertheless, identifying factors influencing consumers’ interest in CSA is regarded as a major (...) aim of contemporary CSA research. This research aims to provide insights into CSA members’ value structures, and delineates CSA members by comparing their value structures to those of the German population in general. Schwartz’s Portrait Value Questionnaire was used in a standardized online survey of CSA members to mirror the dataset which is available to the German public via the European Social Survey. A total sample of 205 CSA members was used to examine common value structures by comparing them with the German public. This study’s findings strongly indicate that a CSA membership goes along with a characteristic value pattern: CSA members highly appreciate self-transcendence and openness to change, but tend to reject conservation and self-enhancement values. Addressing members’ preference for openness to change and self-transcendence may help CSAs to reduce fluctuation rates. It might also enhance CSA marketing strategy by addressing potential members’ interests more precisely. Therefore, identifying and communicating common values of a CSA might be a key factor in determining its long-term success and stability. (shrink)

Little is known about how certain patient characteristics can affect the timing of an ethics consultation, which has been hypothesized to affect patient length of stay. This study assessed how specific patient characteristics affect the timing of an ethics consultation, namely, age (over 65 years), race, Medicaid status, the presence of a living will, the presence of a health care proxy, and the absence of decisional capacity. Moving beyond the typical case-series evaluation of an ethics consultation service, this study (...) used an innovative approach to model how predisposing, enabling, and need factors affect health behavior and subsequently affect health outcomes for patients who received an ethics consultation at a Catholic health care system in Oklahoma. (shrink)

Placée dans un univers concurrentiel depuis longtemps, la radio est le premier média à s'être doté d'un outil de mesure d'audience, dès 1949. Médiamétrie, chargée de la mesure d'audience des stations nationales et locales, propose aujourd'hui deux outils complémentaires. L'enquête 75 000+ , réalisée chaque jour par téléphone, porte sur l'écoute des 24 dernières heures. Le panel, périodique, demande à un même échantillon de remplir pendant trois semaines un carnet d'écoute. Les indicateurs utilisés en radio comptabilisent soit des individus, quelle (...) que soit leur durée d'écoute , soit des audiences, c'est-à-dire des «auditeurs x quarts d'heure» . Depuis fin 2002, les auditeurs de 13-15 ans sont pris en compte. L'audimétrie passive pourrait remplacer prochainement les enquêtes qui font appel à la mémoire de l'auditeur.Radio has existed in a competitive universe for a long time and was thus the first media to have devised an audience measurement system, as early as 1949 in fact. "Médiamétrie", the organization in charge of audience measure for national and local radio stations, now proposes two complementary tools. The "75 000+ survey" carried out daily by phone, covers listening over the last 24 hours. The periodic panel requires a sample audience to fill in a listening diary over a three-week period. Indicators used in radio either count individuals, whatever their listening time , or audiences, that is to say "listeners χ quarter of an hour" . Since the end of 2002, listeners from 13 to 15 years old have also been taken into account. Passive metering could in a little while replace surveys which are based on the listener's memory. (shrink)

This collection of eleven new essays contains the latest developments in analytic feminist philosophy on the topic of pornography. While honoring early feminist work on the subject, it aims to go beyond speech act analyses of pornography and to reshape the philosophical discourse that surrounds pornography. A rich feminist literature on pornography has emerged since the 1980s, with Rae Langton's speech act theoretic analysis dominating specifically Anglo-American feminist philosophy on pornography. Despite the predominance of this literature, there remain considerable disagreements (...) and precious little agreement on many key issues: What is pornography? Does pornography constitute women's subordination and silencing? Does it objectify women in harmful ways? Is pornography authoritative enough to enact women's subordination? Is speech act theory the best way to approach pornography? Given the deep divergences over these questions, the first goal of this collection is to take stock of extant debates in order to clarify key feminist conceptual and political commitments regarding pornography. This volume further aims to go beyond the prevalent speech-acts approach to pornography, and to highlight novel issues in feminist pornography-debates, including the aesthetics of pornography, trans* identities and racialization in pornography, and putatively feminist pornography. (shrink)

An obvious result of including time rules into specifications of world patterns is the rather persuasive representation of rhythm. Rhythm as a property of world patterns has received relatively little attention recently, although it has had a long and distinguished history in psychology. Nonetheless, its recent neglect means that all too often we have failed to consider the implications of time patterning of stimuli that we as psychologists routinely present to individuals in our attempts to study human performance in (...) many tasks, tasks which often do involve explicitly musical stimuli. Often in our psychological studies we present as stimuli words, lights, colored forms, or other items in a fashion that is regularly spaced in time. It's just common sense, and besides it's easier. And other current paradigms have not encouraged experimental questions about the temporal patterning of stimuli. But consider what this pacing means. We are rhythmically programming events. Is it possible that this temporal regularity forms attentional waves that buoy up our studies and so make it likely that we can study what we are most interested in? And, with our own attention as psychologists fixed steadily upon the topic of our immediate concern , is it possible that we overlook the fact that underlying our effects is a rhythmic regularity that is crucial to having the subject's attention on the task at hand? Mari Riess Jones is professor of psychology at Ohio State University and has written numerous articles on the human response to patterns in time. (shrink)

This paper is primarily an attempt to study the Homeric evidence on houses, particularly on the , in relation to the relevant remains. The reverse procedure, illuminating the archaeological evidence by references to Homer, is a hazardous one, as we shall see. It is often unclear just what is represented by the descriptions in the poems, and what period, if any, the things described belong to. I shall be concerned with these questions here. Are the houses in the poems Mycenaean: (...) genuine traditions from the period in which the stories are set? Or are they Geometric: contemporary? Or a memory of some time in between? Or a mixture? We know so little about the development of the epic tradition that any possible source of information is worth pursuing. (shrink)

Seventeenth-century advancements in physical science are often presented as overthrowing the Aristotelian tradition; perhaps Aristotle's emphasis on formal and final causes left little room for a physical theory grounded in material and efficient causes. In Aristotle's Science of Matter and Motion, Christopher Byrne argues that Aristotle is not to blame, as he indeed possessed a unified theory of matter and motion. In contrast to traditional interpretations, which place an undue explanatory burden on formal and final causes, Byrne argues that (...) Aristotle's theory of the physical world is dependent on the features possessed by perceptible objects, qua perceptible, as well as non-teleological changes in matter.Byrne's... (shrink)

BackgroundDecision-making in initiating life-sustaining health technology is complex and often conducted at time-critical junctures in clinical care. Many of these decisions have profound, often irreversible, consequences for the child and family, as well as potential benefits for functioning, health and quality of life. Yet little is known about what influences these decisions. A systematic review of reasoning identified the range of reasons clinicians give in the literature when initiating technology dependence in a child, and as a result helps determine (...) the range of influences on these decisions.MethodsMedline, EMBASE, CINAHL, PsychINFO, Web of Science, ASSIA and Global Health Library databases were searched to identify all reasons given for the initiation of technology dependence in a child. Each reason was coded as a broad and narrow reason type, and whether it supported or rejected technology dependence.Results53 relevant papers were retained from 1604 publications, containing 116 broad reason types and 383 narrow reason types. These were grouped into broad thematic categories: clinical factors, quality of life factors, moral imperatives and duty and personal values; and whether they supported, rejected or described the initiation of technology dependence. The majority were conceptual or discussion papers, less than a third were empirical studies. Most discussed neonates and focused on end-of-life care.ConclusionsThere is a lack of empirical studies on this topic, scant knowledge about the experience of older children and their families in particular; and little written on choices made outside ‘end-of-life’ care. This review provides a sound basis for empirical research into the important influences on a child’s potential technology dependence. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.2 (2005) 142-145 [Access article in PDF] The Doing of Philosophy in the Music Class: Some Practical Considerations. Response to Bennett Reimer Mary J. Reichling University of Louisiana at Lafayette How I respond to Bennett Reimer's challenge depends in part on how we define philosophy in this context. We might think of philosophy as a subject of study, that is, philosophy in itself (...) such as epistemology, metaphysics, and so on. Or we may conceive it as philosophy of music, better designated as aesthetics. Or we may consider philosophy as a verb in the sense of "doing" philosophy where our goal is to assist students in developing their thinking skills. It seems that Reimer is placing focus on the last, the doing of philosophy, not that these other views of philosophy are mutually exclusive; they are not.Yet even this distinction is not sufficient for discussion. I am reminded of a little book edited by Eunice Boardman, titled Dimensions of Musical Thinking and published by MENC in 1989. It is a real gem with many fine ideas. In particular it stresses the relationship of content-area knowledge to thinking, and that is what I want to do. Developing thinking skills does not take place in a vacuum: "Now I am going to think." It occurs with respect to a subject area. We have philosophy of science, philosophy of history, philosophy of art, and so on, and philosophy of music.Further, our thinking about music occurs in at least two different ways. I suggest that music possesses both instrumental and intrinsic value with respect to philosophical analysis, as well as instances where the two values are combined. In pondering these values we bring together several so-called philosophical 'methodologies': the search for meaning or understanding, analysis, criticism, [End Page 142] and synthesis. In the process we build arguments that are consistent, coherent, and correspond with the musical evidence.1And further, in our field, students, whether it be through course content itself or through performance classes, have the advantage of gaining both propositional knowledge, learning that, for example, the rhythmic value of eighth notes, and procedural knowledge or learning how, for example, performing eighth notes vocally or instrumentally.2Both of which challenge the students' thinking skills.It is also important to articulate several assumptions if we aspire to "doing" philosophy within the teaching of music. These include a belief that it is worthwhile to develop such thinking skills as I have outlined; that we are willing to take the time for dialogue within the music class or rehearsal hour; and that we as teachers are willing to be facilitators of questions rather than experts with answers.I shall attempt with a few examples to show how these thinking processes might be integrated into the music curriculum following Jerome Brunner's view that children can be taught anything if done so at their level of understanding.The first example relates to the instrumental value of music as it supports text or programmatic conceptions. Let us consider the text of a particular song such as "Blowing in the Wind" or the "Kookaburra" song, the subject of an opera such as Berg's Wozzeck, or the topic of war as exemplified in Britten's War Requiem or some of the protest songs. We ask students how the extra musical subjects are established musically, how the music communicates the ideas, why one musical setting is preferred or better than another, and so forth. In dialoging about these examples, students must first of all be perceptive listeners or participants, then analyze at their level of ability. For an elementary child such analysis might be as simple as pointing out the tempo, mood, rhythms, dynamics, or other expressive elements. Advanced students will have a more extensive musical background to draw upon. Through the analysis students come to a synthesis of these factors that leads to greater understanding of the meaning of the music as they approach questions of value and beauty. If the teacher... (shrink)

In C.S. Lewis's science fiction parable Perelandra was a planet which had no solid ground. At all times the floating landscape was continually swirling and moving, chasms would appear where a minute before there had been safe standing. The rational beings who lived there hopped nimbly on to another little island when the one on which they stood disappeared under their feet. They were used to it and took it for granted that nothing was certain. The visitor from our (...) planet had to learn a completely new way of existence. But where did he get his idea of certainty in a fixed environment? It is more plausible that uncertainty is normal and the whole idea of certainty an illusion. Today gives an opportunity to reflect on how people deal with skepticism, doubt and uncertainty.The questions apply to a current debate in the UK on risk. Opinion polls constantly reveal that the public lacks trust in government, and particularly it does not trust the government to reveal the information needed to assess important risks. From which the risk analysts conclude that the government should grant access to information more freely and encourage enquiry. They believe that openness would foster a better understanding on the part of the public which at present does not know what to believe. More information would create certainty, more certainty and the public would trust its spokesmen, unreasonable fears would be calmed. This is the advice of an expert enquiry.Certainty is not a mood, or a feeling, it is an institution: this is my thesis. Certainty is only possible because doubt is blocked institutionally: most individual decisions about risk are taken under pressure from institutions. If we recognize more uncertainty now, it will be because of things that have happened to the institutional underpinning of our beliefs. And that is what we ought to be studying. In my student days the hottest controversies in anthropology were about why `other people' — that is people not living in advanced capitalist society — had certainty about their absurd beliefs.When trying to explain their misfortunes, why did they neglect the physical and scientific evidence, and draw instead on their beliefs in spirits, magic, and taboos? How could they be so obstinate in error? Anthropologists spent their energies on defending the allegedly irrational beliefs of other people, and I shall continue the tradition. (shrink)

Genetic modification of trees has the potential to change our forests forever, yet there has been little publicly available information or debate on this important topic. Ethical analysis of genetic modification of plants to date has been focussed mainly on food and feed crops and pharmaceutical production. The purpose of this paper is to examine one major ethical issue arising in connection with the genetic modification of trees, the necessity to examine the practice in its full scientific, social, economic, (...) political and environmental context. It is argued that if this is not done, important factors that play a role in a through ethical critique will be overlooked. The analysis focuses mainly on the Canadian situation, but there are implications for other timber-producing nations as well. The paper concludes that a thorough ethical critique must take into account the ends for which biotechnology is being pursued. (shrink)

Genetic modification of trees has the potential to change our forests forever, yet there has been little publicly available information or debate on this important topic. Ethical analysis of genetic modification of plants to date has been focussed mainly on food and feed crops and pharmaceutical production. The purpose of this paper is to examine one major ethical issue arising in connection with the genetic modification of trees, the necessity to examine the practice in its full scientific, social, economic, (...) political and environmental context. It is argued that if this is not done, important factors that play a role in a through ethical critique will be overlooked. The analysis focuses mainly on the Canadian situation, but there are implications for other timber-producing nations as well. The paper concludes that a thorough ethical critique must take into account the ends for which biotechnology is being pursued. (shrink)

An important theme in the philosophy of education community in recent years has been the way in which philosophy can be brought to illuminate and evaluate research findings from the landscape of policy and practice. Undoubtedly, some of these practices can be based on spurious evidence, yet have mostly been left unchallenged in both philosophical and educational circles. One of the newer practices creeping into schools is that of ‘No best friend’ policies. In some schools, this is interpreted as suggesting (...) that children should not have just one best friend but a group of good friends. In others, it is interpreted as suggesting that children should forgo having best friends altogether and be friends with everyone. What is common to both is that friendship is seen as somehow ‘dangerous’. This article offers a preliminary examination of what has been referred to as this ‘dark side’ of friendship. Whilst philosophers such as Patricia White have previously alluded to its existence, there has been little philosophical scrutiny in any broad terms elsewhere. I examine three common arguments commonly used to justify ‘No best friends’ practices: that children can be friends with everyone; that young children are developmentally incapable of ‘real’ friendship hence best friendship should be avoided until later age; that only good people can be good friends. I indicate why this unreflective adoption of practices matters so much and why we should be prepared to challenge these cases. I identify practices that we have good evidence to support as making a positive difference in this area. (shrink)

In recent decades, debate on the quality and safety of healthcare has been dominated by a measure and manage administrative rationality. More recently, this rationality has been overlaid by ideas from human factors, ergonomics and systems engineering. Little critical attention has been given in the nursing literature to how risk of harm is understood and actioned, or how patients can be subjectified and marginalised through these discourses. The problem of assuring safety for particular patient groups, and the dominance of (...) technical forms of rationality, has seen the word ‘unavoidable’ used in connection with intractable forms of patient harm. Employing pressure injury policy as an exemplar, and critically reviewing notions of risk and unavoidable harm, we problematise the concept of unavoidable patient harm, highlighting how this dominant safety rationality risks perverse and taken‐for‐granted assumptions about patients, care processes and the nature of risk and harm. In this orthodoxy, those who specify or measure risk are positioned as having more insight into the nature of risk, compared to those who simply experience risk. Driven almost exclusively as a technical and administrative pursuit, the patient safety agenda risks decentring the focus from patients and patient care. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Teaching Ethics in the Health Care Setting Part I:Survey of the LiteratureMary Carrington Coutts (bio)The last twenty years have brought important changes to health care and health care education. Educators and students alike face an enormous number of new fields of study and new medical technologies. Health care professionals and institutions are also facing new challenges in the form of shrinking economic resources, and the AIDS epidemic. They must (...) also respond to increased patient participation in health care decisions, and public concern about abortion and euthanasia. These challenges to the health care professional have compelled educators to accommodate ethics within their already overcrowded curriculum. Those same dilemmas have influenced health care institutions to become active in health care ethics education.Medical ethics education gained a foothold in the United States during the late 1960s, when the medical schools of Pennsylvania State University, the University of Florida, and the State University of New York at Stonybrook established programs in the humanities (Pellegrino 1982). In 1978 Robert Veatch noted that formal teaching in medical ethics was rare; most institutions that taught medical ethics used "informal instruction in the apprenticeship mode" (Veatch 1978). However, by 1982 a survey by the American Medical Association (AMA) revealed that all but one of the 127 medical schools had courses that included medical ethics. Thirty eight of these had medical ethics as a required course (Pellegrino 1985). And by 1989, 43 of the 127 medical schools had separate courses in medical ethics, while 100 covered medical ethics within required courses. Medical ethics is now an accepted part of medical curriculum, though it is not fully mature, and its future remains somewhat unclear (Miles 1989).The evolution of ethics in the nursing curriculum has essentially mirrored that of the medical curriculum. A 1977 survey of baccalaureate nursing programs revealed that only 7 percent of nursing programs required courses in ethics [End Page 171] (Aroskar 1977). A decade later a second survey of undergraduate programs identified 85 percent of responding nursing schools as teaching nursing ethics either in separate ethics courses or within other required courses (Cassells and Redman 1989).Though the precise future of health care ethics may be unpredictable, there is little thought that the role of ethics will diminish in importance as the 21st century approaches. Ethics is seen as part of a larger plan to develop and enhance the health professional's human values, social conscience, and interpersonal skills. "This broader effort derives from concerns about the personal attributes and humanistic sensitivity of physicians, the recent overly 'scientized' trend in premedical education, the selection of medical students, and the socialization and cynicism engendered by medical education" (Miles 1989, p. 705).While nearly every medical and nursing school in the United States now teaches ethics in one form or another, the degree to which ethics is integrated into the curriculum varies from school to school. Some ethics courses are required elements of the students' education; some institutions require attendance at seminars and ethics grand rounds. Other schools offer an array of elective courses in topics that relate to ethics in medicine and nursing (including medical humanities, medicine and the law, literature and medicine, history of medicine, patient advocacy, and human values in nursing.) "Brown bag" seminars and journal clubs are also common.There is much debate over how health care ethics should be taught. Some argue that medical professionals should be conversant with theories of ethics and principles of biomedical ethics. Others think that a theoretical approach will alienate already over-worked medical or nursing students, and that instruction in ethical theory should be kept to a minimum. Case studies are frequently cited as a way to involve students in medical decision making, forcing them to analyze problems that they can relate to their own experiences.Additional concerns center around who should teach health care ethics. Frequently, physicians and nurses interested in ethics teach courses. Some commentators see this as the most desirable arrangement, asserting that practicing health care professionals best understand the conflicts faced by physicians and nurses-in-training. However, there is a growing pool of professionals who are undergoing training as medical ethicists. These individuals study ethical theory and bioethical... (shrink)

Background A significant number of women experience childbirth as traumatic. These experiences are often characterised by a loss of control coupled with a perceived lack of support and inadequate communication with health care professionals. Little is known about the choices women make in subsequent pregnancy(s) and birth(s), or why they make these choices. This study aimed to understand these choices and explore the reasons behind them. Methods A longitudinal Grounded Theory Methods (GTM) study involving 9 women was conducted. Over (...) half of the participants had a formal diagnosis of PTSD and/or PND related to the previous birth. Interviews were carried out at 3 timepoints perinatally. These findings are from the first interviews at 12-20 weeks. Results From the first days of pregnancy, this cohort of women were focused on concerns that this birth would be a repeated traumatic experience. The women were deliberately searching out and analysing information about their choices in this pregnancy and birth, and making plans which had two aims; firstly to avoid a repeat of their previous birth experience, and secondly to avoid a loss of control to other people during the birth. The women considered a range of birth choices, from elective caesareans to freebirth. Some women felt well supported by those around them, including health care professionals, partners, friends and family. Others did not, and were anticipating conflict in trying to assert their birth choices. Many early relationships with health care professionals were characterised by fear and mistrust. Discussion Women who have previously experienced a traumatic birth become pregnant again, have a strong desire to avoid a repeat experience and to feel in control of their birth choices. Access to robust information appears to help reduce uncertainty and arm women in their discussions with professionals. Similarly making plans and seeking to have them agreed with health care professionals at an early stage is used a way to reduce the risk of having a further traumatic experience. Implications for practice include supporting women in formulating and confirming pregnancy and birth plans at an early stage to reduce uncertainty and foster a sense of control. (shrink)

What is coercion and why do we care? Coercion is widespread and used especially when raising children, but on its darker side coercion can have devastating consequences. We are worried about coercion as it can invalidate consent. This is seen in the USA where campus rape cases have soared in recent years and brought consent and coercion back to the forefront of debate. Coercion is a hotly debated legal, political and ethical concept. However, in all this debate we have seen (...) little in the way of what coercion means exactly and how we determine it is taking place. Wertheimer and Garnett have interesting views about how coercion can be understood, from the morally wrong side of coercion to the situations where people are left much worse off because of its use. Only the morally wrong situations are subject to the law but there is a whole set of coercive situations that could take place which look bad to the outsider but are not necessarily morally wrong. This is the area of coercion I wish to discuss further. Wertheimer states that there are two types of coercion, moralised and non moralised. Moralised coercion concerns whether it was ‘wrongful’ to propose the offer and the non-moralised notion examines whether the coerced had any other reasonable choice. In a similar vein to Wertheimer, Garnett believes that coercion has two roles, Deontic (wrong) and Eudaimonic (bad). This would vaguely map to Deontic as Moralised and Eudaimonic as Non Moralised. Garnett discusses the eudaimonic version at length believing it is relatively unexplored in situations of coercion. This paper consists of 4 sections: • Section 1 discusses what Coercion is • Section 2 reviews Wertheimer’s view of Moralised and Non Moralised Consent • Section 3 discusses Garnett’s View • Section 4 considers a cost-benefit analysis of eudaimonically wrong situations. In conclusion it is apparent that, in order to have a full picture of what kind of situations coercion actually covers we must not simply rely on the deontic concept. The Deontic way of looking at situations will tell us what is morally wrongful and possibly redressable in court but many situations simply sit badly with us. It is here, in this arena, that the eudaimonic concept comes into its own. (shrink)

After the first callosotomy surgeries were performed, the general consensus among the medical community was that severing the corpus callosum had relatively little, if any, effect on an individual's behavior. Nearly twenty years later, researchers discovered that, under experimental conditions, the two hemispheres could simultaneously maintain very different interpretations of the same stimulus. These findings immediately called into question the unity of subjective experience, a fundamental characteristic of human consciousness. How could the split‐brain patient not experience any disruption in (...) his experience as a unified self when the two hemispheres are physically and functionally disconnected? In this chapter, we review the research that has led to a conceptualization of the split brain as two minds within one body and the implications of this research for the scientific study of consciousness. We argue that consciousness is a neural function that emerges from the integration of information across available functional modules. (shrink)

Deidealization as a topic in its own right has attracted remarkably little philosophical interest despite the extensive literature on idealization. One reason for this is the often implicit assumption that idealization and deidealization are, potentially at least, reversible processes. We question this assumption by analyzing the challenges of deidealization within a menu of four broad categories: deidealizing as recomposing, deidealizing as reformulating, deidealizing as concretizing, and deidealizing as situating. On closer inspection, models turn out much more inflexible than the (...) reversal thesis would have us believe, and deidealization emerges as a creative part of modeling. (shrink)

Although ethicists are increasingly interested in virtue ethics, very little has been written about the nature of virtue. Yet understanding it is crucial for understanding virtue ethics. Some philosophers of science claim that virtue is a property reducible to the mere disposition to behave in certain specified ways given a particular situation. A virtue is correctly ascribed after the observation of the relevant behavior. This view reverses the classical virtue ethics of Aristotle. For him, behavior is identified as virtuous (...) in the proper sense after determining that the agent has the relevant virtue. The focus on virtue rather than action differentiates virtue ethics from the action-centered theories that have been dominant untiI recently.In this paper, I argue that virtue is an actual qualily. In the first part, I review Aristotle’s claim that virtue is not a mere potentiality. In the second part, I propose that this claim is supported hy the fact that we are aware of some virtues as actual qualities. If and only if virtues are actual qualities can they be the fundamental values virtue ethicists claim they are. (shrink)

Although ethicists are increasingly interested in virtue ethics, very little has been written about the nature of virtue. Yet understanding it is crucial for understanding virtue ethics. Some philosophers of science claim that virtue is a property reducible to the mere disposition to behave in certain specified ways given a particular situation. A virtue is correctly ascribed after the observation of the relevant behavior. This view reverses the classical virtue ethics of Aristotle. For him, behavior is identified as virtuous (...) in the proper sense after determining that the agent has the relevant virtue. The focus on virtue rather than action differentiates virtue ethics from the action-centered theories that have been dominant untiI recently.In this paper, I argue that virtue is an actual qualily. In the first part, I review Aristotle’s claim that virtue is not a mere potentiality. In the second part, I propose that this claim is supported hy the fact that we are aware of some virtues as actual qualities. If and only if virtues are actual qualities can they be the fundamental values virtue ethicists claim they are. (shrink)

"Jada's working on her science project. She's finding out whether plants grow best in water, milk, juice, or soda. There's just one problem--she keeps getting interrupted. From her cousin texting and her friends stopping by to her little brother playing with the plants, Jada runs into one obstacle after another. Find out how [she] relies on grit to keep on going"--Back cover.

Although authorship policies exist, researchers understand little about their impact on perceptions of authorship scenarios. Graduate students (N = 277) at a large university read 1 of 3 vignettes about a graduate student-faculty collaboration. One half of the surveys included the American Psychological Association's statement on authorship. Participants rated (a) the ethics of the professor as first author and (b) the likelihood of a dissatisfied student reporting the authorship result, as well as the effectiveness and negative consequences of reporting. (...) Work arrangements on the project had a consistent main effect. Also, an authorship policy impacted women's ratings of first authorship when the student contributed the idea for a project. For men, a policy impacted only ratings of the likelihood of reporting when a professor was first author on a student's dissertation. Apart from sex, no other demographic variables on participants were predictive. Discussion focuses on the policy's potential for making only some specific issues salient. (shrink)

Nurses make an important contribution to the organisation and coordination of patient care but receive little formal educational preparation for this work. This paper builds on Allen's care trajectory management framework to specify evidence‐based and theoretically informed competencies for this component of the nursing role and proposes how these might be incorporated into nursing curricula. This is necessary so that at the point of registration nurses have the expertise to realise their potential as both providers and organisers of patient (...) care and are better able to articulate and develop this aspect of nursing practice. (shrink)

Medical ethics committees are increasingly called on to assist doctors, patients, and families in resolving difficult ethics issues. Although committees are becoming more sophisticated in the substance of medical ethics, little attention has been given to the processes these committees use to facilitate decision-making. In 1990, the National Institute for Dispute Resolution in Washington, D.C., provided a planning grant from its Innovation Fund to the Institute of Public Law of the University of New Mexico School of Law to look (...) at what ethics committees can learn from facilitation and mediation techniques. The study's thesis was that, if adapted for use by medical ethics committees, facilitation and mediation techniques can be helpful to those bodies in case review consultations and in other internal committee processes. This article reports on that project. (shrink)