Raters may introduce construct-irrelevant variance when evaluating written responses to performance assessments, threatening the validity of students’ scores. Numerous factors in the rating process, including the content of students’ responses, the characteristics of raters, and the context in which the scoring occurs, are thought to influence the quality of raters’ scores. Despite considerable study of rater effects, little research has examined the relative impacts of the factors that influence rater accuracy. In practice, such integrated examinations are needed (...) to afford evidence-based decisions of rater selection, training, and feedback. This study provides the first naturalistic, integrated examination of rater accuracy in a large-scale assessment program. Leveraging rater monitoring data from an English language arts summative assessment program, I specified cross-classified, multilevel models via Bayesian estimation to decompose the impact of response content, rater characteristics, and scoring contexts on rater accuracy. Results showed relatively little variation in accuracy attributable to teams, items, and raters. Raters did not collectively exhibit differential accuracy over time, though there was significant variation in individual rater’s scoring accuracy from response to response and day to day. I found considerable variation in accuracy across responses, which was in part explained by text features and other measures of response content that influenced scoring difficulty. Some text features differentially influenced the difficulty of scoring research and writing content. Multiple measures of raters’ qualification performance predicted their scoring accuracy, but general rater background characteristics including experience and education did not. Site-based and remote raters demonstrated comparable accuracy, while evening-shift raters were slightly less accurate, on average, than day-shift raters. This naturalistic, integrated examination of rater accuracy extends previous research and provides implications for rater recruitment, training, monitoring, and feedback to improve human evaluation of written responses. (shrink)

Most arguments of Applied Ethics are well analyzed. An exception is the argument 'I do not do this because it is not my duty'. It makes sense to call the argument the 'argument of supererogation' : Since J. Urmson's essay Saints and Heroes of 1958, those actions are called 'supererogations' which are not supposed to be duties. The argument is widely used not only in Applied Ethics, but also in ordinary moral everyday life. Nevertheless, there is a need of investigation (...) because it has an indecency-problem. The argument is convincing if an actor does not want to risk his life. It seems indecent, however, if an actor refuses a simple favor or a service of friendship with the 'argument of super-erogation', although they both constitute no duties. This paper reconstructs the 'argument of supererogation' as a syllogism. It analyzes its formal structure by benefitting from current Anglo-American literature on supererogation. The overall aim of this paper is to solve the problem of indecency. (shrink)

In his 1939 essay, “Some Questions on Dewey’s Aesthetics,” Stephen Pepper gave the following assessment of Dewey’s Art as Experience of 1934: “We are deprived of a pragmatic theory of ugliness” because Dewey “was reverting to Hegelianism in his later years.” By ‘Hegelianism’ Pepper meant the Second Oxford Hegelianism of Bernard Bosanquet. Similarly, Dale Jacquette wrote in 1984 that “nothing is ugly” in Bosanquet’s Three Lectures on Aesthetics, a work that Jacquette sees as bearing the influence of Hegel. But neither (...) critic has taken into account the following: Hegel and Bosanquet both employ an aesthetic-technical as well as a conventional concept of ‘beauty.’ In order to call an artwork ‘aesthetically excellent,’ both thinkers refer to artwork in an aesthetic-technical sense as ‘beautiful artwork.’ However, artworks that are beautiful in the aesthetic-technical sense can be ugly in the conventional sense. In order to evaluate the potential of a Hegelian aesthetic of the ugly, a distinction must be made between the aesthetic-technical and the conventional use of the terms ‘beautiful’ and ‘ugly’ in both Hegel and Bosanquet. And this the early Bosanquet — i.e., the Bosanquet of the 1892 A History of Aesthetic — did not see in Hegel. (shrink)

ZusammenfassungViele Menschen erwarten Dankbarkeit von den Geflüchteten, die in Europa aufgenommen werden. Nun kann mit dem Satz „Geflüchtete sollen dankbar sein“ eine moralische Pflicht oder ein Ratschlag gemeint sein. Mein Essay zeigt in einem ersten Schritt, dass es keine Pflicht zur Dankbarkeit geben kann. Dankbarkeit ist vielmehr Supererogation, nämlich eine moralisch wertvolle Handlungsweise, die keine Pflicht sein kann. Das gilt auch für Geflüchtete. Anschließend zeige ich, dass Dankbarkeit als sympathischer Ausdruck einer Tugendhaltung jedermann anzuraten ist. Wer sich für erwiesene Wohltaten (...) dankbar zeigt, wird gemocht und geschätzt. Das gilt wiederum auch für Geflüchtete. Mein Essay schließt mit einem kurzen Ausblick zu der Frage, wofür und in welchem Umfang Geflüchteten Dankbarkeit anzuraten ist. (shrink)

It is commonplace by now that moral philosophy has a long history of gender biases, not only regarding the pertinent moral issues but also regarding the development of concepts and theories. This insight from feminist philosophy, however, has not yet received sufficient attention in the debate on supererogation. That is not least surprising, since we all are familiar with the phenomenon that what is morally expected of an agent is not gender-neutral but at least to some extent relates to gender (...) roles and social expectations. Therefore, the main aim of this chapter is to build on theoretical and methodological insights from feminist philosophy to carve out this research gap and to map the field for future research. It will be argued that feminist approaches can only be ignored within the debate on supererogation at the cost of philosophical rigor since they do not only give rise to novel perspectives and insights on questions already discussed, but also make matters visible that would have been overlooked otherwise. Thereby this chapter seeks essentially to contribute to a more extensive understanding of the social, political, and epistemic dimensions of supererogation that have hitherto been neglected. (shrink)

Das Handbuch Angewandte Ethik soll folgenden beiden Interessen Rechnung tragen: sowohl dem allgemeinen Informationsbedarf, beispielsweise von Journalisten, Politikern, Rechtswissenschaftlern und Fachleuten der jeweils betroffenen Disziplinen, als auch dem spezifischen der Kolleginnen und Kollegen, Studierenden und Lehrenden in der Angewandten Ethik. Entsprechend öffnen die neun Teile des Buches mehrere Zugangswege in das Handbuch. Nicht nur der Aufbau des Handbuchs ist mehrdimensional, auch die Beiträge stammen aus unterschiedlichen Bildungshintergründen und Arbeitskontexten. So wie die Angewandte Ethik durch die verschiedenen Fächer und Traditionen geprägt (...) ist, aus denen ihre Vertreterinnen und Vertreter stammen, so lassen auch die Kapitel dieses Handbuchs deutlich die persönliche Handschrift und Haltung der einzelnen Autorinnen und Autoren erkennen. Für die Leser:innen erschließt sich damit neben der inhaltlichen auch die soziokulturelle Vielschichtigkeit der modernen Angewandten Ethik. (shrink)

Ethische Fragen betreffen alle Gesellschaftsbereiche. Sie stellen sich bei Themen wie sozialer Gerechtigkeit sowie in politischen oder ökologischen Debatten. Das Handbuch erfasst die Angewandte Ethik systematisch und historisch, beschreibt ihre rechtliche und institutionelle Situation sowie die relevanten Teilbereiche, wie z.B. Forschungs-, Wirtschafts- und Bioethik. Im Zentrum stehen konkrete Fragen aus dem Privat- und Sozialleben des Menschen, der medizinischen Ethik sowie der Umwelt- und Tierethik.

In lieu of an abstract, here is a brief excerpt of the content:Kennedy Institute of Ethics Journal 14.1 (2004) 47-54 [Access article in PDF] Ethical Guidelines for Human Embryonic Stem Cell Research*(A Recommended Manuscript) Adopted on 16 October 2001Revised on 20 August 2002 Ethics Committee of the Chinese National Human Genome Center at Shanghai, Shanghai 201203 Human embryonic stem cell (ES) research is a great project in the frontier of biomedical science for the twenty-first century. Be- cause (...) the research involves the use of human embryos, it triggers serious debate on ethical issues. Opponents consider the embryo to be an early form of human life that should be respected and not destroyed. However, the majority of scientists support embryonic stem cell research, believing that it offers good prospects for the treatment of diseases that have remained incurable until now and so will benefit humankind. The Ethics Committee of the Department of Ethical, Legal, and Social Implications of the Chinese National Human Genome Center at Shanghai seriously discussed the ethical debate initiated by embryonic stem cell research. We concluded that we should support the scientists of our country in actively carrying out human embryonic stem cell research for the noble cause of "medicine being a beneficent art." For the healthy and orderly development of human embryonic stem cell research in our country, we put forward the following recommended Ethical Guidelines for Human Embryonic Stem Cell Research as a reference for leaders, administrative departments, and related scientists. Preface Article 1. Human embryonic stem cells are the primitive cells that play the main role in the growth and development of a human body. These [End Page 47] primitive cells have the potential for infinite proliferation, self-renewal, and multi-directional differentiation. If scientists can discover the mechanism of differentiation of human embryonic stem cells, it will be possible to induce differentiation of human embryonic stem cells to form various types of human cells for clinical cell therapy. If human embryonic stem cell research can be integrated with modern biomedical engineering techniques, it also will be possible to make repair and replacement of human tissues and organs a reality. Article 2. There are two ways to classify human embryonic stem cells. One way is to classify them according to their potential for differentiation. There could be three kinds of stem cells: totipotent stem cells, pluripotent stem cells, and unipotent stem cells.A totipotent stem cell has the potential to develop into a whole individual. It can differentiate into the more than 200 cell types in the whole body, construct any tissue or organ of the body, and finally develop into a whole individual. The fertilized egg and the cleavage cells at the very early stage of embryonic development are totipotent stem cells.A pluripotent stem cell has the potential to differentiate into many cell types derived from the three embryonic layers. However, it has lost the capacity to develop into a complete organism.A unipotent stem cell is derived from the further differentiation of the pluripotent stem cell. It can differentiate only into one cell type such as a hematopoietic stem cell, neural stem cell, and others.The other way is to classify human stem cells according to their source. There could be two kinds of human stem cells: embryonic stem cells and tissue stem cells (also called adult stem cells). The former involves experimentation with embryos, which has serious ethical implications. Ethical issues associated with the latter are mainly expressed in the various opinions regarding the allocation of health resources. Article 3. Human embryonic stem cells are the group of cells called the blastocyst inner cell mass during the early stage of embryonic development. They are the main source of totipotent stem cells, and hence the focal and hot point in stem cell research. Studies on the clinical application of embryonic stem cells probably will involve use of the somatic cell nucleus transfer (SCNT) technique, which destroys the early human embryo. At present, the ethical and moral debate is very serious in human embryonic stem cell research regarding whether the research will develop... (shrink)

Many prescriptions offered in the literature for enhancing creativity and innovation in organizations raise ethical concerns, yet creativity researchers rarely discuss ethics. We identify four categories of behavior proffered as a means for fostering creativity that raise serious ethical issues: breaking rules and standard operating procedures; challenging authority and avoiding tradition; creating conflict, competition and stress; and taking risks. We discuss each category, briefly identifying research supporting these prescriptions for fostering creativity and then we delve into ethical issues associated with (...) engaging in the prescribed behavior. These four rubrics illustrate ethical issues that need to be incorporated into the creativity and innovation literature. Recommendations for how organizations can respond to the ethical issues are offered based on practices of exemplary organizations and theories of organizational ethics. A research agenda for empirically investigating the ethical impact these four categories of behavior have on organizations concludes the article. (shrink)

In this article we explore the possibility of viewing complex systems, as well as the models we create of such systems, as operating within a particular type of economy. The type of economy we aim to establish here is inspired by Jacques Derrida’s reading of George Bataille’s notion of a general economy. We restrict our discussion to the philosophical use of the word ‘economy’. This reading tries to overcome the idea of an economy as restricted to a single logos or (...) master narrative. At the same time, however, Derrida illustrates that we always operate from a restricted framework and as such something will always escape and interrupt our understanding of the world. In this paper we will propose that one could use Derrida’s reading of Bataille, along with notions such as différance, in order to move towards an understanding of complex systems as existing within certain sets of possibilities and constraints. We argue that this view of an economy agrees with the work of Edgar Morin on complexity and his conceptualization of general complexity. (shrink)

This paper explores the possibility for a means of bringing about novelty which does not rely on kairological philosophies based on an event. In contrast to both common sense and contemporary philosophical understandings of the term where for novelty to arise there must be some break in the repetition of the structure, this paper argues that it is possible for novelty to come about through small-scale experimentation. This is done by relying on the philosophical notion of ‘economy’ in order to (...) understand how we think about the world. In this regard, our thinking about the world depends upon acknowledging certain possibilities at the expense of others. History can then be seen as the distribution of emphasis which allows for these past possibilities and the future potentiality they may hold. Novelty, defined here as a rereading of history, is precisely the disruption of these possibilities and a challenge to the memory of the system. The conclusion to this paper argues that experimentation is an important means by which we can bring novelty into the world. (shrink)