This research extends our understanding of ethical decision making on the part of leaders by merging social role and self-construal perspectives. Interdependent self-construal is generally seen as enhancing concern for justice and moral values. Across two studies, we tested the prediction that non-leading group members’ interdependent self-construal would be associated with lower levels of unethical decision making on behalf of their group but that, in contrast, this relationship would be weaker for leaders, given their social role. These predictions were experimentally (...) tested by assigning participants to the role of leader or non-leading group member, and assessing the association between their interdependent self-construal and their unethical decision making. Across both studies, interdependence predicted less unethical decision making on behalf of one’s group for non-leading group members. However, the leader role was shown to weaken, and even reverse, this relationship. This research demonstrates that self-construal influences group-based ethical decision making, but that the nature of this influence is moderated by social role. (shrink)

This book explores the universe and its subsystems from the three lenses of evolutionary (diversifying), developmental (converging), and complex (adaptive) processes at all scales. It draws from prolific experts within the academic disciplines of complexity science, physical science, information and computer science, theoretical and evo-devo biology, cosmology, astrobiology, evolutionary theory, developmental theory, and philosophy. The chapters come from a Satellite Meeting, "Evolution, Development and Complexity" (EDC) hosted at the Conference on Complex Systems, in Cancun, 2017. The contributions will be peer-reviewed (...) and contributors from outside the conference will be invited to submit chapters to ensure full coverage of the topics. This book explores many issues within the field of EDC such as the interaction of evolutionary stochasticity and developmental determinism in biological systems and what they might teach us about these twin processes in other complex systems. This text will appeal to students and researchers within the complex systems and EDC fields.. (shrink)

Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on mental health and academic outcomes remain understudied. In this study we will implement and evaluate the effects of a flexible multidiagnostic treatment called Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems on students' mental health and academic outcomes.Methods and Analysis: This is an assessor-blind randomized controlled effectiveness trial conducted across five (...) school districts. School clinicians are randomized to either MATCH or usual care treatment conditions. The target sample includes 168 youths referred for mental health services and presenting with elevated symptoms of anxiety, depression, trauma, and/or conduct problems. Clinicians randomly assigned to MATCH or UC treat the youths who are assigned to them through normal school referral procedures. The project will evaluate the effectiveness of MATCH compared to UC on youths' mental health and school related outcomes and assess whether changes in school outcomes are mediated by changes in youth mental health.Ethics and Dissemination: This study was approved by the Harvard University Institutional Review Board. We plan to publish the findings in peer-reviewed journals and present them at academic conferences.Clinical Trial Registration:ClinicalTrials.gov ID: NCT02877875. Registered on August 24, 2016. (shrink)

Why do leaders fail ethically? In this book, Terry L. Price applies a multi-disciplinary approach to an understanding of immorality in the public, private, and non-profit sectors. He argues that leaders can know that a certain kind of behavior is generally required by morality but nonetheless be mistaken as to whether the relevant moral requirement applies to them in a particular situation and whether others are protected by this requirement. Price articulates how leaders make exceptions of themselves, explains (...) how the justificatory force of leadership gives rise to such exception-making, and develops normative prescriptions that leaders should adopt as a response to this feature of their moral psychology. (shrink)

Are leaders morally special? Is there something ethically distinctive about the relationship between leaders and followers? Should leaders do whatever it takes to achieve group goals? Leadership Ethics uses moral theory, as well as empirical research in psychology, to evaluate the reasons everyday leaders give to justify breaking the rules. Written for people without a background in philosophy, it introduces readers to the moral theories that are relevant to leadership ethics: relativism, amoralism, egoism, virtue ethics, social contract theory, situation ethics, (...) communitarianism, and cosmopolitan theories such as utilitarianism and transformational leadership. Unlike many introductory texts, the book does more than simply acquaint readers with different approaches to leadership ethics. It defends the Kantian view that everyday leaders are not justified in breaking the moral rules. (shrink)

This study examines the outcomes of a four-year faculty learning community (FLC) that aimed to transform departmental ethics curriculum by supporting Earth Sciences faculty members as they ethically inquired into their teaching of ethics and refined existing courses in alignment with an Integrated Community-Engaged Learning and Ethical Reflection (ICELER) framework. We present ethnographic case studies that unpack processes through which three faculty members transformed undergraduate courses. We assembled case studies by triangulating interview data, course artifacts, and faculty reflections. We examine (...) how faculty (1) built awareness around teaching ethics, (2) took responsibility for and made judgments about teaching ethics, (3) experimented by designing and implementing ICELER-inspired courses, and (4) interrogated the outcomes of their ethics teaching, utilizing findings to enhance awareness and revise courses. The paper closes by introducing a model detailing how instructors inquire into ethics teaching and how model components might inspire future educational practice and research. (shrink)

Genetic analysis is revealing molecular components of circadian rhythms. The gene products of the period gene in Drosophila and the frequency gene in Neurospora oscillate with a circadian rhythm. A recent paper(1) has shown that the PERIOD protein can undergo both intermolecular and intramolecular interactions in vitro. The effects of temperature and two period mutations on these molecular interactions were compared to the effects of the mutations and temperature on the in vivo period length of circadian rhythms. The results suggest (...) that the molecular interactions may compete to maintain a rhythm with a constant period over a wide temperature range. (shrink)

Alzheimer's disease results from the degeneration of neurons. Degenerating nerve cells express atypical proteins, and amyloid is deposited. We suggest that some of these events are strongly influenced by genetic factors and age. Animal models should be useful in investigating the pathogenic mechanisms that lead to the brain abnormalities seen in this disease.

THOMAS NAGEL has argued that ‘true liberalism’ excludes appeals to conceptions of the good in political argument. According to Nagel, liberalism's impartiality is grounded not in skepticism but, rather, in its commitment to ‘epistemological restraint.’ As he puts it, ‘We accept a kind of epistemological division between the private and the public domains: in certain contexts I am constrained to consider my beliefs merely as beliefs rather than as truths, however convinced I may be that they are true, and that (...) I know it.’ Nagel's notion of epistemological restraint has been roundly criticized by perfectionist liberals and advocates of liberal neutrality alike. In fact, even Nagel has come to reject the epistemological argument—in part, because of the epistemological asymmetry that it presupposes. In this paper, I offer an answer to Nagel's critics, one that makes the notion of epistemological asymmetry coherent. In so doing, I show how to defend liberal neutrality without embracing skepticism. I structure the paper in the following way: Section II lays out the critique of epistemological restraint; Section III defends the coherence of this notion; and Section IV considers an objection to the analysis developed in Section III. (shrink)

It[is] unlikely that the main question concerning Paul in Romans is how can an individual sinner become a righteous man in God's sight. Rather, Paul seems chiefly concerned to answer another, more fundamental question: Under whose dominion is the world?

How do leaders influence others? Although they sometimes appeal directly to good reasons, which we associate with rational persuasion, leaders also use guilt, pressure, flattery, bullying, and rewards and punishment--all to get the behaviors that they want. Even when leaders refrain from outright lying, they are nevertheless known to practice something approaching, perhaps reaching, the level of manipulation. Influence therefore presents a serious ethical problem across leadership contexts. Leadership and the Ethics of Influence argues that influence puts leaders at risk (...) of using people. It is generally disrespectful of autonomy to figure out what makes people "tick" in an effort to "handle" them. In contrast with physical force, influence works through agency, not around it. Despite this feature of influence--and, to a large extent because of it--the everyday influence associated with leadership is often morally troublesome. What matters morally is not only whether agency is bypassed or overridden but also who is ultimately in control. This book uses philosophy and leadership studies to show how leaders across different contexts can be justified in getting followers to do things. Connecting moral theory to leadership theory, and especially to charismatic leadership, authentic leadership, transforming leadership, and ethical leadership, this book is essential reading for leadership scholars, students, and practitioners. (shrink)