Hare shares with other critics an objection to the use of moral judgments in the method of reflective equilibrium. However, the reasoning behind his criticismdistinguishes it from the more common criticisms that the use of moral judgments is unwarranted because of their suspect origin. While these objections challenge the epistemic worth of moral beliefs, Hare’s objection goes beyond to also critique the deeper theoretical commitments of the method. Hare’s acceptance of a strict differentiation between the meaning and applications of words (...) and consequent rejection of holistic justification follow from his acceptance of the analytic/synthetic distinction, while Rawls’s holistic method of theory justification requires a rejection of the analytic/synthetic distinction. In this essay, I explain how Hare’s criticism of the method of reflective equilibrium and his acceptance of the meaning/application distinction result from his acceptance of the analytic/synthetic distinction and draw from this specific discussion more general conclusions regarding the implications of accepting or rejecting the analytic/synthetic distinction for the use of moral judgments in moral theory justification. I conclude that an acceptance of the distinction precludes the use of moral judgments, while its rejection leaves open the possibility that they could be used, if the issue of their epistemic status can be successfully resolved. (shrink)

Hare shares with other critics an objection to the use of moral judgments in the method of reflective equilibrium. However, the reasoning behind his criticismdistinguishes it from the more common criticisms that the use of moral judgments is unwarranted because of their suspect origin. While these objections challenge the epistemic worth of moral beliefs, Hare’s objection goes beyond to also critique the deeper theoretical commitments of the method. Hare’s acceptance of a strict differentiation between the meaning and applications of words (...) and consequent rejection of holistic justification follow from his acceptance of the analytic/synthetic distinction, while Rawls’s holistic method of theory justification requires a rejection of the analytic/synthetic distinction. In this essay, I explain how Hare’s criticism of the method of reflective equilibrium and his acceptance of the meaning/application distinction result from his acceptance of the analytic/synthetic distinction and draw from this specific discussion more general conclusions regarding the implications of accepting or rejecting the analytic/synthetic distinction for the use of moral judgments in moral theory justification. I conclude that an acceptance of the distinction precludes the use of moral judgments, while its rejection leaves open the possibility that they could be used, if the issue of their epistemic status can be successfully resolved. (shrink)

This paper is a critical examination of Daryl Close’s “Fair Grades” . I dispute his view regarding the implications of accepting the purpose of grades as being fundamentally informational. I draw upon data identifying behaviors conducive to success and Carol Dweck’s work to argue for broadening what can be taken into account for a final grade. I argue that the informational purpose of final grades is preserved if we grade with an eye to encouraging general skills and dispositions conducive to (...) success. Also, grading as Close recommends will discourage learning whereas using grades to reinforce positive behaviors is a fulfillment of our responsibility to enhance learning. I also address Close’s claims that curved grading and grade penalties for academic dishonesty are unfair and argue that neither of these practices necessarily corrupts final grades. (shrink)

Launched by the United Nations in 2000, the Global Compact (GC) promotes private sector compliance with 10 basic principles covering human rights, labour standards, the environment, and anti-corruption. Its sponsors aim to establish a global corporate social responsibility (CSR) network based on a pledge to observe the 10 principles adopted by companies across the range of company size and regional origin, backed by a modest reporting system and collaborative programmes. The author analyzes the GC's progress toward building a global network (...) from its launch through 2006 and finds that, while the GC's nominal membership base of nearly 3000 companies makes it the largest system among collective action institutions (CAIs) for corporate responsibility, the GC has not reached 'critical mass'. Deficiencies in its nascent global network include limited market penetration among the largest corporations, a membership heavily weighted toward Western European companies, and major weaknesses in compliance with its reporting system. The author concludes that the GC must improve both penetration and compliance if it is to succeed in building a global standard for CSR. (shrink)

A comprehensive account of the role of the imagination in Hegel's philosophy.

Launched by the United Nations in 2000, the Global Compact (GC) promotes private sector compliance with 10 basic principles covering human rights, labour standards, the environment, and anti‐corruption. Its sponsors aim to establish a global corporate social responsibility (CSR) network based on a pledge to observe the 10 principles adopted by companies across the range of company size and regional origin, backed by a modest reporting system and collaborative programmes. The author analyzes the GC's progress toward building a global network (...) from its launch through 2006 and finds that, while the GC's nominal membership base of nearly 3000 companies makes it the largest system among collective action institutions (CAIs) for corporate responsibility, the GC has not reached ‘critical mass’. Deficiencies in its nascent global network include limited market penetration among the largest corporations, a membership heavily weighted toward Western European companies, and major weaknesses in compliance with its reporting system. The author concludes that the GC must improve both penetration and compliance if it is to succeed in building a global standard for CSR. (shrink)

Literary beauty was once understood as intertwining sensations and ideas, and thus as providing subjective and objective reasons for literary appreciation. However, as theory and philosophy developed, the inevitable claims and counterclaims led to the view that subjective experience was not a reliable guide to literary merit. Literary theory then replaced aesthetics as did philosophy’s focus on literary truth. Along with the demise of the relevance of sensations, literary form also took a back seat. This suggested to some that either (...) literature communicated truth like any other literal form of communication or it was a mere diversion: a springboard to harmless reverie or daydreaming. Neither response satisfactorily captured what was distinctive about literature: the love readers can have for literary texts and the edification or insight claimed of works within each culture’s respective catalogue of classics. However, a concept of literary beauty has again become viable due to developments in theories of pleasure and imagination. If the defining aspect of literature is the imaginative engagement it occasions, and if this imagining is constrained by plausibility and endorsed as effective relative to our goals, ideals, and interests, then literature is not reduced to either mere fact or wish fulfillment. An account of literary beauty is available which defines literature accordingly and explains how subjective and objective reasons for appreciation intertwine to evoke pleasure and insight. (shrink)

_A comprehensive account of the role of the imagination in Hegel's philosophy._.

En 1997, Hong Kong volvió a China en el marco de la gobernanza conocida como «Un país, dos sistemas», que fue ideado para permitir a la China continental seguir siendo «socialista», mientras Hong Kong podía mantener su sistema capitalista. Sin embargo, la estrategia retórica y legal de mantener metafórica y constitucionalmente la distancia entre los dos lugares y seguir afirmando su soberanía y unidad, es ambigua y contradictoria. Este artículo explora estas ambiguas contradicciones (estratégicas, ideológicas y retóricas) y tras ello (...) su impacto en el debate sobre la democracia y el sufragio en Hong Kong, que su constitución, la Ley básica, promete para el futuro. (shrink)

Dans son roman Le gone du Chaâba, Azouz Begag (lui-même né en 1957 à Villeurbanne) nous fait connaître la vie d’un jeune Français, né de parents algériens, qui grandit dans un bidonville avant de transiter vers un appartement à Lyon. Ce récit est souvent utilisé aux États-Unis pour aider les étudiants en licence à mieux imaginer la vie des immigrés algériens en France, y compris leur contact au quotidien avec les institutions de l’État français. Pourtant, si le travail d’Alice Conklin (...) sur la... (shrink)

Instead of considering the question of the role of Christian women in ministry by providing a new exegesis of contested passages it is helpful to provide a new approach to the matter. This new approach is to explore the nature of New Testament prophecy. The line drawn between prophecy and teaching is not as clear as some conservatives contend, since both make use of Scripture. Women are named as prophets in the Bible and some female prophets have had their words (...) recorded as Scripture. Paul ranks prophets more highly than teachers in 1 Cor. 12.28. Therefore, if women can prophesy they can also teach. This approach provides a way of biblically affirming the full ministry of women within the Christian Church. (shrink)

Hegel’s “Absolute Knowing” and Shakespeare’s Troilus and Cressida are tragi-comic consternations. They are theatres of ethical panentheism: they present dramatic “absolute” ethical interpretations and actions, each of which is at once ungrounded and completely seeded. I start with the etymology of “consternation.” Then I discuss the comic vs. tragic interpretations of Hegel’s Phenomenology of Spirit, arguing it is a consternating tragi-comedy. I analyze the predicate “absolute” in terms of consternations, in a few passages of the book. I elaborate especially upon (...) phenomenological reasoning’s Sache selbst. In the Phenomenology, reason develops by thinking the absolute thing through culture, politics, morality, and religion, reaching completion in “Absolute Knowing.” That absolute is reason’s comprehensive insight into its phenomenological absolutes, and its own absolute sublating. Northrop Frye’s cited claim about myth can be understood in this phenomenological way. With all this in hand, Hegel’s science of experience is formally complete. But the experience of Absolute Knowing is still consternation. To capture the consternating essence of sublation – a consternation by which experience becomes something it was not before – I season this formal science with Shakespeare’s “comedy” Troilus and Cressida, revealing its structural roots to be consternations. (shrink)

A Hegelian reading of good and bad luck -- In Shakespearean drama (phen. of spirit, King Lear, Othello, Hamlet, a Midsummer night's dream) -- Tearing the fabric: Hegel's Antigone, Shakespeare's Coriolanus, and kinship-state conflict (phen. of spirit c. 6, Judith Butler's Antigone, Coriolanus) -- Aufhebung and anti-aufhebung: geist and ghosts in Hamlet (phen. of spirit, Hamlet) -- The problem of genius in King Lear: Hegel on the feeling soul and the tragedy of wonder (anthropology and psychology in the encyclopaedia, Philosophy (...) of mind, King Lear) -- Richard II's mirror and the alienation of the Universal Will (of the I that is a We) (Richard II, phen. of spirit c. 5) -- Falstaff and the politics of wit: negative infinite judgment in a culture of alienation (Henry IV parts I & II, phen. of spirit c. 6, philosophy of right) -- Henry V's unchangeableness: his rejection of wit and his posture of virtue reinterpreted in the light of Hegel's theory of virtue (philosophy of right, Henry V) -- Hegel's theory of crime and evil: (re)tracing the rights of the sovereign self (aesthetics, phen. of spirit, phil. of right, Richard II through to Henry V) -- Richard III, Hamlet, Macbeth and Henry V: conscience, hypocrisy, self-deceit and the tragedy of ethical life (phil. of right, Richard III, Hamlet, Macbeth, Henry V) -- Negation of the negative infinite judgment versus sublation of it: punishment vs. pardon (phil. of right, phen. of spirit c. 6 and Henry VIII) -- Universal wit : the absolute theater of identity (phen. of spirit c. 6 and 8, Pericles, the Tempest) -- Absolute infections and their cure (phen. of spirit c. 6, the Winter's tale). (shrink)

_Study of self-consciousness in Hegel and Shakespeare._.

Part I discusses what kind of ‘advances’ occur in Hegel's works, particularly his Philosophy of Nature. I then discuss evolution and extinction in relation to these advances. I summarize Errol Harris' view that Hegel's advances are consistent with current evolutionary theory and then critique this view using articles by Cinzia Ferinni and Alison Stone. I discuss an alternative, post-Kantian Hegelianism which dialectically unites the nature of our cognition with us as subjects that cognize (spirit). For that, I draw on Hegel's (...) claim that ‘The True is just as much Substance as Subject’, and I show how that claim is complicated in a helpful way when applied to the multiple kinds of ‘subjects’ in the Philosophy of Nature. Part II highlights the implications of biological mass extinction for these differing Hegelian theories. Part III brings the above post-Kantian dialectical Hegelianism together with the final chapter of the Phenomenology of Spirit in order to align Hegelian terminology with current solutions for mass extinction: ‘Absolute Knowing’ is a self-sacrificing and a recollecting that reinstates the subject in and through nature; such knowing generates dialectically holistic logics of survival. This recollection of life produces neither abstract spiritual self-consciousness nor a mere ‘gallery’ of extinct life forms. It is philosophical responsibility, identity through natural differences, Absolute Spirit ‘tarrying’ with its world. 21st century Hegelians should be environmentalists on Hegel's terms, a surprising conclusion given that Hegel did not anticipate environmental problems. Hegel's Philosophy of Nature may in turn help environmentalists argue against unacknowledged and badly conceived philosophies of nature. Hegel's work is not reducible to either naturalism or metaphysical idealism: reading Hegel's Philosophy of Nature in conjunction with his Phenomenology of Spirit reveals ways in which a subject, widely and complexly defined at different levels (including different species), is dialectically inseparable from substance, equally widely and complexly defined. This helps us to understand the natural depths of Spirit, which we are at risk of losing. (shrink)

Given the importance of imagination for Kant, Fichte and Schelling, it is significant that the word only comes up once in Hegel's Phenomenology of Spirit, and that it is not a chapter heading alongside "Sense-Certainty," "Perception," "Understanding" and "Reason." ;Part I. "Imagination in Theory" looks at the development in Hegel's theory of imagination from the Differenzschrift and Faith and Knowledge, through three different versions of the Philosophy of Spirit . Part II. "Imagination in Practice," focuses on the final moment of (...) the imagination according to the 1830 Philosophy of Spirit--Sign-making Phantasie. I discuss two examples--the artist's activity as described in the Aesthetics, and the 'religion of imagination'--Hinduism as Hegel understood it in the Lectures on the Philosophy of Religion. Part III synthesizes the two previous parts, showing that the Phenomenology of Spirit is the culmination of the imagination's theoretical and practical activity: while in theory imagination is the middle moment of Vorstellen, practically it is at the heart of Aufhebung and thus of Spirit's inception and development. The Phenomenology is the story of consciousness' progress through its self-presentations. Imagination is therefore present throughout the entire book. I do not engage the moments of the Phenomenology, but focus instead on the single appearance of the word imagination in the Preface, and on how Hegel reinterprets Fichte's wavering imagination as a moment within the reflection--the "medium" of this 'Science of Experience.' ;Between 1801-1807 language becomes an increasingly important moment of imagination; by 1830 the externalizing of representations in communication is a moment of imagination. Hegel's psychology of the genesis of imagination and its moments reveals Spirit to be the community of interpreters. In the thesis Hegel's imagination is thought through to the Phenomenology, however, it is in the final transition of the Phenomenology--from Religion to Absolute Knowing, from picture thinking to knowing according to the Concept--that Hegel thinks the imagination through to its end. My Epilogue briefly discusses that transition, and the end of imagination in Absolute Knowing. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Feminist Studies 44, no. 2. © 2018 by Feminist Studies, Inc. 491 Jennifer Anne Moses The Teacher It didn’t start percolating out until years—decades—later, and by that time even the youngest of what we’d soon be calling “the victims ” were in their early fifties, with husbands and children and grandchildren of their own, or not, with houses, careers, garages stuffed to the gills with lifetimes’ worth of (...) patio furniture and forgotten Halloween costumes and broken lamps and tools. Someone saw someone who knew someone, who’d remembered someone, and again the stories were abroad, the whisperings, only this time it was with heavy sighs of regret and anxious handwringing: How could we not have known better? How could our parents not have known? And if they, the parents, had known—and surely some of them had—they were too busy themselves, and perhaps too ashamed, too abashed to see it for what it was, and after all, busy and perplexed with their own lives, their own divorces or philandering husbands or careers that felt like prison, with alcoholism and dying parents, with inheritances and bright futures withered to nothing. All those bright promises of their bright and perfect childhoods curling like so many brown November leaves. His name was Mr. Bryce—Evan Bryce, as we later came to call him—and he was among the most popular, perhaps the most popular, of the upper-school teachers, with a yearly following of students lucky enough not only to have been enrolled in one of his classes, but allowed, as if by virtue of their own charmed stars, their own charming uniqueness, to lean against his desk during free time, or joke around with him as he walked, his battered book bag in hand, toward the lunchroom. He 492 Jennifer Anne Moses taught history and geography; his classroom was the first on the left as you rounded the corner from the art room to the open-air corridor that the upper school classrooms abutted. Beyond that strip of covered poured white concrete was a kind of rough lawn, made patchy by years of boys tackling each other there or throwing a Frisbee around, and beyond that, on the other side of a narrow gravel road used only, as far as we could tell, by the school’s groundskeepers whose names, despite their ubiquitous presence, we didn’t know, was the first of the playing fields, used for hockey and soccer. Beyond the playing field was a covered sports arena with a huge swooping roof like the wings of a swan, and beyond that, hills covered with mowed green grass—perfect for tumbling down on bright spring days—and others still wooded, watered with streams and crisscrossed with trails. We knew the trails of course— some of our natural science classes took place in the woods—and we knew each of the hills and fields as well, each tree, each row of boxwoods or pines, until finally, out there, beyond the school grounds, was where the residents of the town lived in red-brick development houses of two and sometimes one-and-a-half floors, in modified colonials and California-style split-levels, each on its own small patch of lawn, and a garage. We felt sorry for the people who lived in those developments (we always called them developments, never neighborhoods, which is where we lived), but we rarely wondered what their lives might be like, or where their children, if they had them, might go to school. Our houses weren’t like that, of course. Susie Bluestone’s house was old, tall and thin, in a neighborhood of other old, tall, thin houses, with Oriental carpets running up the stairways, and a laundry shoot that the children were forbidden to play in and played in anyway. My best friend Nan Jones lived in a farmhouse on the top of a hill and wasn’t allowed to use the guestroom bathroom, even though her room was right next to it; her mother kept horses and her father had once been some kind of fencing champion. There were black-and-white pictures of him, in black frames, on the walls... (shrink)

As the title of this book implies, a historical perspective is taken in looking at the philosophy of Hegel. This is an attempt to better understand Hegel by reviewing the philosophic thought that was prevalent prior to his time, as well as looking at reaction to Hegel himself. In addition Rockmore does a brief overview of Hegel’s philosophy, including his four major works. The book has been divided into three sections: “Before Hegel,” “Hegel,” and “After Hegel.”.

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

BackgroundClinical ethics consultations can be complex interventions, involving multiple methods, stakeholders, and competing ethical values. Despite longstanding calls for rigorous evaluation in the field, progress has been limited. The Medical Research Council proposed guidelines for evaluating the effectiveness of complex interventions. The evaluation of CEC may benefit from application of the MRC framework to advance the transparency and methodological rigor of this field. A first step is to understand the outcomes measured in evaluations of CEC in healthcare settings. ObjectiveThe primary (...) objective of this review was to identify and map the outcomes reported in primary studies of CEC. The secondary objective was to provide a comprehensive overview of CEC structures, processes, and roles to enhance understanding and to inform standardization.MethodsWe searched electronic databases to identify primary studies of CEC involving patients, substitute decision-makers and/or family members, clinicians, healthcare staff and leaders. Outcomes were mapped across five conceptual domains as identified a priori based on our clinical ethics experience and preliminary literature searches and revised based on our emerging interpretation of the data. These domains included personal factors, process factors, clinical factors, quality, and resource factors. ResultsForty-eight studies were included in the review. Studies were highly heterogeneous and varied considerably regarding format and process of ethical intervention, credentials of interventionist, population of study, outcomes reported, and measures employed. In addition, few studies used validated measurement tools. The top three outcome domains that studies reported on were quality, process factors, and clinical factors. The majority of studies examined multiple outcome domains. All five outcome domains were multidimensional and included a variety of subthemes.ConclusionsThis scoping review represents the initial phase of mapping the outcomes reported in primary studies of CEC and identifying gaps in the evidence. The confirmed lack of standardization represents a hindrance to the provision of high quality intervention and CEC scientific progress. Insights gained can inform the development of a core outcome set to standardize outcome measures in CEC evaluation research and enable scientifically rigorous efficacy trials of CEC. (shrink)

The term "false memories" has been used to refer to suggestibility experiments in which whole events are apparently confabulated and in media accounts of contested memories of childhood abuse. Since 1992 psychologists have increasingly used the term "false memory" when discussing memory errors for details, such as specific words within word lists. Use of the term to refer to errors in details is a shift in language away from other terms used historically (e.g., "memory intrusions"). We empirically examine this shift (...) in language and discuss implications of the new use of the term "false memories." Use of the term presents serious ethical challenges to the data-interpretation process by encouraging over-generalization and misapplication of research findings on word memory to social issues. (shrink)

One of six commentaries on “Obesity: Chasing an Elusive Epidemic,” by Daniel Callahan, from the January‐February 2013 issue.

Including more than 150 color images—several rarely seen before—drawn from the Royal Collection and the J. Paul Getty Museum, this volume accompanies an exhibition of the same name, on view at the J. Paul Getty Museum from February 4 to ...

The current view of theoretical statements in science is that they should be literal and precise; ambiguous and metaphorical statements are useful only as pre-theoretical, exegetical, and heuristic devices and as pedagogical tools. In this paper we argue that this view is mistaken. Literal, precise statements apply to those experiential phenomena which can be defined either conventionally by criterial attribution or by internal atomic constitution. Experiential phenomena which are defined relationally and/or functionally, like nursing, in virtue of their nature, require (...) metaphorical description and explanation. In such cases, metaphor is theory-constitutive. Using insights from the philosophies of language and mind, and examples from nursing practice, education, and our own empirical research, we explore the nature of metaphor and its role in theory constitution. We argue that the apparent resistance of certain experiential phenomena to literal description and explanation is not necessarily indicative of pre-theoretic linguistic imprecision. We suggest, rather, that such resistance provides useful insights into the nature of such experiential phenomena. We also suggest that the aim of scientific theory should be methodological or epistemological precision and not merely linguistic precision. (shrink)

How do the experiences of people who undergo extreme suffering and trauma in one generation get passed on to the next generation? And how do these experiences affect religious–spiritual beliefs and practices? Can we help to create resilience in these later generations through these religious–spiritual beliefs? In order to answer these questions, one must remember and understand not only how trauma is embodied and inherited, but also the role that religious beliefs and practices play in facing and overcoming the trauma. (...) People who have experienced trauma can pass on the effects to subsequent generations biologically through epigenetic changes to their DNA, but also through their religious and spiritual beliefs and practices. The ways people remember and recover from trauma involve complex biological, psychosocial, and spiritual processes. We use the sciences of embodied cognition and epigenetics to analyze the heritability of trauma and its spiritual–religious manifestations in the next generations. Having done so, our hope is that we can understand how spiritual and religious practices can be developed to help people who undergo trauma so that they can become resilient and thrive. (shrink)

Recently, we reported that melanoma risk in redheads is linked not only to pale skin, but also to the synthesis of the pigment – called pheomelanin – that gives red hair its color. We demonstrated that pheomelanin synthesis is associated with increased oxidative stress in the skin, yet we have not uncovered the chemical pathway between the molecule pheomelanin and the DNA damage that drives melanoma formation. Here, we hypothesize two possible pathways. On one hand, pheomelanin might generate reactive oxygen (...) species (ROS) that directly or indirectly cause oxidative DNA damage. On the other hand, pheomelanin synthesis might consume cellular antioxidant stores and make the cell nucleus more vulnerable to other endogenous ROS. Uncovering the mechanistic pathway between pheomelanin and oxidative DNA damage will be an important step in developing strategies to lower melanoma risk in redheads. (shrink)

Although at times criticized for its philosophical density, French cultural theory remains a flourishing, if highly contested, area of academic study. Four feminist thinkers in this tradition continue to be especially prominent: Simone de Beauvoir, Julia Kristeva, Hélène Cixous, and Luce Irigaray. This new collection from Routledge gathers together the very best secondary literature on these thinkers to provide an indispensable conspectus of their works. Each of the four thinkers is represented by an individual volume, and each volume includes a (...) newly written introduction to that thinker’s work and her philosophical relevance. (shrink)

Little attention has been paid in academic dishonesty literature to empirically testing the effectiveness of different instructor communication strategies to minimize cheating. Using a quasi-experimental design, we compared the effectiveness of instructor fear appeals and moral appeals on student cheating-related attitudes and behavior. Cheating was most strongly associated with neutralizing attitudes in the moral appeal condition. Also, the relationship between observation of others cheating and self-reported cheating behaviors was stronger in both treatment conditions than in the control condition. Although a (...) trend toward less cheating in the treatment conditions was evident, it did not attain statistical significance. (shrink)

At any age, the pursuit of a good life is easier in a physical environment that promotes health, supports activities important to self‐fulfillment, and facilitates connections to the larger community. In old age, the home and neighborhood environments are particularly important: they are the locations where older people spend most their time, and they can have a great impact on independence, social connection, feelings of self‐worth, and physical and emotional well‐being.Within the urban planning field, home and neighborhood characteristics are important (...) dimensions of debates about the measurement of human progress and quality of life, particularly as an alternative to purely economic measures. They are also key issues in public health, particularly as they relate to physical, social, and mental well‐being. Here, we focus on how to improve the fit of environments for people as they age. (shrink)

A recent article in this journal described practical and conceptual difficulties faced by public health researchers studying scabies outbreaks in British residential care facilities. Their study population was elderly, decisionally incapacitated residents, many of whom lacked a legally appropriate decision-maker for healthcare decisions. The researchers reported difficulties securing Research Ethics Committee approval. As practicing healthcare ethicists working in a large Canadian research hospital, we are familiar with this challenge and welcomed the authors’ invitation to join the discussion of the ‘outstanding (...) ambiguities and further questions’ that their experience uncovered. We propose a Power of Attorney for Research as one substantive solution to help address the problems they identified. Although we acknowledge the familiar shortcomings associated with Advance Directives in the clinical context, we believe that Powers of Attorney for Research Participation, accompanied by Advance Research Directives, may increase the likelihood of gaining deeper understandings of potential participant’s values and priorities and how they might apply to foreseeable research opportunities. (shrink)

Very little has been done to find out what corporations have done to build ethical values into their organizations. In this report on a survey of 1984 Fortune 1000 industrial and service companies the Center for Business Ethics reveals some facts regarding codes of ethics, ethics committees, social audits, ethics training programs, boards of directors, and other areas where corporations might institutionalize ethics. Based on the survey, the Center for Business Ethics is convinced that corporations are beginning to take steps (...) to institutionalize ethics, while recognizing that in most cases more specific mechanisms and strategies need to be implemented to make their ethics efforts truly effective. (shrink)

The COVID-19 pandemic has strained healthcare resources the world over, requiring healthcare providers to make resource allocation decisions under extraordinary pressures. A year later, our understanding of COVID-19 has advanced, but our process for making ethical decisions surrounding resource allocation has not. During the first wave of the pandemic, our institution uniformly ramped-down clinical activity to accommodate the anticipated demands of COVID-19, resulting in resource waste and inefficiency. In preparation for the second wave, we sought to make such ramp down (...) decisions more prudently and ethically. We report the development of a tool that can be used to make fair and ethical decisions in times of resource scarcity. We formed an interprofessional team to develop and use this tool to ensure that a diverse range of stakeholder perspectives were represented in this development process. This team, called the clinical activity recovery team, established institutional objectives that were combined with well-established procedural values, substantive ethical principles and decision-making criteria by using a variation on the well-known accountability for reasonableness ethical framework. The result of this is a stepwise, semiquantitative, ethical decision tool that can be applied to resource allocation challenges in order to reach fair and ethically defensible decisions. This ethical decision tool can be applied in various contexts and may prove useful at both the institutional and the departmental level; indeed this is how it is applied at our centre. As the second wave of COVID-19 strains healthcare resources, this tool can help clinical leaders to make fair decisions. There are no data in this work. (shrink)

In 2018-2019, at the Keck School of Medicine of the University of Southern California, we developed and piloted a narrative-based health systems science intervention for patients living with HIV and medical students in which medical students co-wrote patients’ life narratives for inclusion in the electronic health record. The pilot study aimed to assess the acceptability of the “life narrative protocol” from multiple stakeholder positions and characterize participants’ experiences of the clinical and pedagogical implications of the LNP. Students were recruited from (...) KSOM. Patients and staff were recruited from the Maternal, Child, and Adolescent/Adult Center for Infectious Disease and Virology at Los Angeles County+USC Medical Center. Ten patients, seventeen students, and ten MCA staff participated in the pilot study. Qualitative methods were used to gather data from students’, patients’, and staff’s perspectives. Three themes emerged from the thematic analysis: patients’ life narratives conveyed their unique life experiences and voices; the protocol could result in wide-ranging effects on HIV care; the LNP enabled students to contribute value to patients’ healthcare. Across groups, participants considered the LNP an acceptable intervention. The LNP, its limitations, and implications for HIV care, narrative medicine, and health information technology are presented. (shrink)

Does asking about trauma history create participant distress? If so, how does it compare with reactions to other personal questions? Do participants consider trauma questions important compared to other personal questions? Using 2 undergraduate samples (Ns = 240 and 277), the authors compared participants' reactions to trauma questions with their reactions to other possibly invasive questions through a self-report survey. Trauma questions caused relatively minimal distress and were perceived as having greater importance and greater cost-benefit ratings compared to other kinds (...) of psychological research in an undergraduate human subjects pool population. These findings suggest that at least some kinds of trauma research appear to pose minimal risk when compared to other minimal risk research topics, and that participants recognize the importance of research about trauma. (shrink)

This essay argues that pre-health humanities programs should focus on intensive research practice for baccalaureate students and provides three guiding principles for implementing it. Although the interdisciplinary nature of health humanities permits baccalaureate students to use research methods from the natural sciences, social sciences, and humanities, pre-health humanities coursework tends to force students to adopt only one of many disciplinary identities. Alternatively, an intensive research approach invites students to critically select and combine methods from multiple disciplines to ask and answer (...) questions about health problems more innovatively. Using the authors’ experiences with implementing health humanities baccalaureate research initiatives at The University of North Carolina at Chapel Hill, the authors contend that pre-health humanities programs should teach and study multiple disciplinary research methods and their values; examine how health humanities research might transfer across disciplines; and focus on mentoring opportunities for funding, presenting, and publishing research. These recommendations have the potential to create unprecedented research experiences for baccalaureate students as they prepare to enter careers within and beyond the allied health professions. (shrink)

The Commission on the Accreditation of Law Enforcement employs rigorous evaluation techniques. Objective accreditation, such as made possible by CALEA, is important from the public’s perspective and in the national community of law enforcement.To counteract a general distrust of law enforcement agencies, the Law Enforcement Assistance Administration developed a grant to develop standards by which the quality and performance of law enforcement could be measured. LEAA developed 107 standards and, though well received by the law enforcement community, no single group (...) or agency took the initiative to begin a program to evaluate and implement the standards. In 1979, the Department of Justice established an additional grant that effectively organized the four major law enforcement groups: the International Association of Chiefs of Police, the National Sheriff’s Association, the National Organization of Black Law Enforcement Executives, and the Police Executive Research Forum. (shrink)

The Commission on the Accreditation of Law Enforcement employs rigorous evaluation techniques. Objective accreditation, such as made possible by CALEA, is important from the public’s perspective and in the national community of law enforcement.To counteract a general distrust of law enforcement agencies, the Law Enforcement Assistance Administration developed a grant to develop standards by which the quality and performance of law enforcement could be measured. LEAA developed 107 standards and, though well received by the law enforcement community, no single group (...) or agency took the initiative to begin a program to evaluate and implement the standards. In 1979, the Department of Justice established an additional grant that effectively organized the four major law enforcement groups: the International Association of Chiefs of Police, the National Sheriff’s Association, the National Organization of Black Law Enforcement Executives, and the Police Executive Research Forum. (shrink)

Intrinsic gait variability, i.e., fluctuations in the regularity of gait patterns between repetitive cycles, is inherent to the sensorimotor system and influenced by factors such as age and pathology. Increased GV is associated with gait impairments in individuals with cerebral palsy and has been mainly studied based on spatiotemporal parameters. The present study aimed to describe kinematic GV in young people with CP and its associations with clinical impairments [i.e., passive range of motion, muscle weakness, reduced selective motor control, and (...) spasticity]. This retrospective study included 177 participants with CP representing 289 clinical gait analyses [n = 172 for unilateral CP vs. 117 for bilateral CP ]. As variability metrics, Root Mean Square Deviation for nine lower-limb kinematic parameters and Gait Standard Deviation – as composite score of the kinematic parameters – were computed for the affected and most affected side, respectively, as defined by clinical scores. GaitSD was then computed for the non/less-affected side for between leg comparisons. Uni- and multivariate linear regressions were subsequently performed on GaitSD of the affected/most affected side with all clinical impairments as independent variables. Highest RMSD were found in the transverse plane, for distal joints in the sagittal plane and for foot progression. GaitSD was not different between uCP and bCP but higher in the non-affected vs. affected side in uCP. GaitSD was associated with age, gait deviation index, muscle weakness, selectivity, and pROM. After adjustment for age and GDI, GaitSD remained associated with muscle weakness and selectivity. Kinematic GV can be expressed as global indicator of variability in young people with CP given the strong correlation of RMSD for lower-limb kinematic parameters. In terms of asymmetry, increased variability of the non-affected vs. affected side may indicate contralateral compensation mechanisms in uCP. Notably muscle weakness and selectivity – but not spasticity – were associated with GaitSD. Further studies need to explore the clinical relevance of kinematic GV in CP to support the interpretation of clinical gait analyses and therapeutic decision-making. (shrink)

Since the introduction and widespread adoption of chemical herbicides, “weed management” has become almost synonymous with “herbicide management.” Over-reliance on herbicides and herbicide-resistant crops has given rise to herbicide resistant weeds. Integrated weed management (IWM) identifies three strategies for weed management— biological-cultural, chemical-technological, mechanical-physical—and recommends combining all three to mitigate herbicide resistance. However, adoption of IWM has stalled, and research to understand the adoption of IWM practices has focused on single stakeholder groups, especially farmers. In contrast, decisions about weed management (...) often occur within a social ecosystem where multiple stakeholder groups co-create knowledge and practices. To more holistically investigate perceptions and decision-making related to herbicide resistant weed management, we conducted 23 in-depth interviews in combination with Q methodology with farmers and public-/private-sector agricultural professionals in the state of Georgia (U.S.). Our investigation focused on the management of an increasingly herbicide resistant weed, Palmer amaranth, which enabled broader conversations about agricultural systems, farmer livelihoods, and sustainability. Factor and thematic analyses allowed us to identify and characterize two distinct typologies: one primarily valued agronomic efficiency and relied upon chemical-technological management practices, while the other valued diversifying weed management strategies as the pathway to agronomic and economic success. Typologies diverged substantially in attitudes toward the three weed management strategies, the role of technology, and systems management generally. These two viewpoints have implications for how we understand underlying stakeholder motivations and choices around weed management strategies, both of which are crucial in promoting and supporting farmer use of diverse, ecologically-sound, weed management strategies. (shrink)

The purpose of the study was to develop an understanding of how nursing students gained perspective on nursing care of diverse populations through watching documentaries in a cultural diversity course. The basis of this paper is our analyses of students’ written responses and reactions to documentaries viewed in class. The guiding theoretical frameworks for the course content and the study included postcolonial feminism, Foucauldian thought, and cultural safety. Krathwohl's Taxonomy of the Affective Domain was used to identify themes and determine (...) how undergraduate nursing students were progressing in achieving learning outcomes. Our findings suggest that while the use of documentaries serves as a tool for deepening students’ understanding of the realities of various populations, this activity, in the absence of critical reflection, may inadvertently promote stereotypes and further marginalize different people groups. Even though nursing students reflected on the importance of cultural safety in nursing, our findings indicate that their actions may not reflect this, especially since these students are in the early stages of the nursing program. Students need to be provided with a space where they can explore implicit biases evoked by exposure to new information about different people groups as a way of enhancing culturally safe care. (shrink)