This study investigates specific behavioral perceptual differences of ethics between practitioners and students enrolled in sales classes. Respondents were asked to indicate their beliefs to issues related to ethics in sales. A highly significant difference was found between mean responses of students and sales personnel. Managers indicated a greater concern for ethical behavior and less attention to sales than did the students. Students indicated a strong desire for success regardless of ethical constraints violated.

Plato's "Politicus" (Statesman) stands, both in date and in political thought, between the "Republic" and the "Laws". It presents his thought at the point when he was chastened by disappointment with his attempts to put theory into practice at Syracuse. The dialogue reflects contemporary controversies on the method of definition; but its logical exercises and the impressive 'myth' of the two cosmic eras serve to bring out its essential political teaching. This volume contains the text in translation. In this second (...) edition, Skemp made corrections to his extensive introduction and running commentary, and added a new appendix taking into account scholarship since the first (1952) edition. (shrink)

How does talk work, and can we engage the public in a dialogue about the scientific study of talk? This article presents a history, critical evaluation and empirical illustration of the public science of talk. We chart the public ethos of conversation analysis that treats talk as an inherently public phenomenon and its transcribed recordings as public data. We examine the inherent contradictions that conversation analysis is simultaneously obscure yet highly cited; it studies an object that people understand intuitively, yet (...) routinely produces counter-intuitive findings about talk. We describe a novel methodology for engaging the public in a science exhibition event and show how our ‘conversational rollercoaster’ used live recording, transcription and public-led analysis to address the challenge of demonstrating how talk can become an informative object of scientific research. We conclude by encouraging researchers not only to engage in a public dialogue but also to find ways to actively engage people in taking a scientific approach to talk as a pervasive, structural feature of their everyday lives. (shrink)

This is the fourth volume of the Clarendon edition of Robert Burton's Anatomy of Melancholy and the first of three volumes of Commentary. It contains commentary on the text up to p. 327 of volume one - i.e. The Argument of the Frontispeice, Democritus to the Reader, and Partition 1 as far as the end of Section 2, Member 3, Subsection 15: 'Misery of Schollers'. In his study of morbid psychology as it was understood in his day, Burton cites many (...) other writers. No previous edition of the Anatomy has identified all of these or verified all his quotations. In addition to explanatory notes and translations of all the passages in Latin, this edition attempts to locate all Burton's sources in the actual books he himself owned or to which he probably had access. The last of the three volumes of commentary will contain a Biobibliography listing over 1,500 authorities referred to by Burton, many very obscure, and will give not only bibliographical details but information about the writers. (shrink)

This is the fourth volume of the Clarendon edition of Robert Burton's Anatomy of Melancholy and the first of three volumes of Commentary. It contains commentary on the text up to p. 327 of volume one - i.e. The Argument of the Frontispeice, Democritus to the Reader, and Partition 1 as far as the end of Section 2, Member 3, Subsection 15: 'Misery of Schollers'. In his study of morbid psychology as it was understood in his day, Burton cites many (...) other writers. No previous edition of the Anatomy has identified all of these or verified all his quotations. In addition to explanatory notes and translations of all the passages in Latin, this edition attempts to locate all Burton's sources in the actual books he himself owned or to which he probably had access. The last of the three volumes of commentary will contain a Biobibliography listing over 1,500 authorities referred to by Burton, many very obscure, and will give not only bibliographical details but information about the writers. (shrink)

In response to Michael Allsopp's essay ‘Deontic and epistemic authority in Roman Catholic ethics: The case of Richard McCormick’ it is argued that a carefully nuanced analysis reveals further epistemological implications of “reason informed by faith.” Three areas of McCormick's ethical analyses are considered which respond to basic questions about our moral knowledge, being and choosing 1) How do our value commitments arise? 2) From what perspective do we appreciate and interpret our value commitments?; 3) How do our value commitments (...) yield concrete moral norms? Moral theology ought to yield reason informed by faith which is Christocentric and anchored in charity, universalizing in its appeal, with appropriate subsidiarity, in addition it should be personalistic, modest and tentative, ecumenical, inductive, pluralistic, aspirational, and specialistic. It is concluded that McCormick's Catholic moral theology (its bases, development, and even disputes) identifies and develops essential “points of contact” for theological-ethical and public policy discourse. (shrink)

Little is in print on the development in Britain of university disciplines including the academic study of education. This paper provides a historical narrative of the study of adolescence from the 1870 Education Act to the contemporary day. Adolescence textbooks are examined in the context of changes in the education system, such as the demand for secondary education and the expansion of teacher education. Changing emphases in adolescence research are traced through various publications to illustrate curriculum developments. The important contributions (...) of Dame Olive Wheeler, Professor W. D. Wall and other leading writers on adolescence are evaluated. It is clear that in over a century of national educational provision British teachers have never faced a great choice of adolescence texts and the paper concludes with some reflections on this observation. (shrink)