This survey report is a follow-up to the survey done by the Center for Business Ethics in 1984/85 which was published in the Journal for Business Ethics under the title of 'Are Corporations Institutionalizing Ethics?' (Volume 5, 1986, pp. 85-91). This 1989/90 survey was again sent to Fortune 1000 industrial and service companies to find out what they have done to build ethical values into their organizations. It reveals some interesting comparisons with the 1984/85 survey with regard to expanding efforts, (...) objectives, progress, and methods of implementation, along with some new information on their perception of public pressure for ethics programs and the need for ethics education. The survey shows where some progress in building ethics into corporations seems to be occurring and where much more work needs to be done. (shrink)

The current assessment of behaviors in the inventories to diagnose autism spectrum disorders (ASD) focus on observation and discrete categorizations. Behaviors require movements, yet measurements of physical movements are seldom included. Their inclusion however, could provide an objective characterization of behavior to help unveil interactions between the peripheral and the central nervous systems. Such interactions are critical for the development and maintenance of spontaneous autonomy, self-regulation and voluntary control. At present, current approaches cannot deal with the heterogeneous, dynamic and stochastic (...) nature of development. Accordingly, they leave no avenues for real-time or longitudinal assessments of change in a coping system continuously adapting and developing compensatory mechanisms. We offer a new unifying statistical framework to reveal re-afferent kinesthetic features of the individual with ASD. The new methodology is based on the non-stationary stochastic patterns of minute fluctuations (micro-movements) inherent to our natural actions. Such patterns of behavioral variability provide re-entrant sensory feedback contributing to the autonomous regulation and coordination of the motor output. From an early age, this feedback supports centrally driven volitional control and fluid, flexible transitions between intentional and spontaneous behaviors. We show that in ASD there is a disruption in the maturation of this form of proprioception. Despite this disturbance, each individual has unique adaptive compensatory capabilities that we can unveil and exploit to evoke faster and more accurate decisions. Measuring the kinesthetic re-afference in tandem with stimuli variations we can detect changes in their micro-movements indicative of a more predictive and reliable kinesthetic percept. Our methods address the heterogeneity of ASD with a personalized approach grounded in the inherent sensory-motor abilities that the individual has already developed. (shrink)

Producing content-related gestures has been found to impact students’ learning, whether such gestures are spontaneously generated by the learner in the course of problem-solving, or participants are instructed to pose based on experimenter instructions during problem-solving and word learning. Few studies, however, have investigated the effect of (a) performing instructed gestures while learning concepts or (b) producing gestures without there being an implied connection between the gestures and the concepts being learned. The two studies reported here investigate the impact of (...) instructed hand movements on students’ subsequent understanding of a concept. Students were asked to watch an instructional video—focused on the concept of statistical model—three times. Two experimental groups were given a secondary task to perform while watching the video, which involved moving their hands to mimic the placement and orientation of red rectangular bars overlaid on the video. Students were told that the focus of the study was multitasking, and that the instructed hand movements were unrelated to the material being learned. In the content-match group the placement of the hands reinforced the concept being explained, and in the content-mismatch group it did not. A control group was not asked to perform a secondary task. In both studies, findings indicate that students in the content-match group performed better on the posttest, and showed less variation in performance, than did students in the content-mismatch group, with control students falling in between. Instructed hand movement—even when presented as an unrelated, secondary task—can affect students’ learning of a complex concept. (shrink)

We give an introduction to Turing categories, which are a convenient setting for the categorical study of abstract notions of computability. The concept of a Turing category first appeared in the work of Longo and Moggi; later, Di Paolo and Heller introduced the closely related recursion categories. One of the purposes of Turing categories is that they may be used to develop categorical formulations of recursion theory, but they also include other notions of computation, such as models of combinatory logic (...) and of the lambda calculus. In this paper our aim is to give an introduction to the basic structural theory, while at the same time illustrating how the notion is a meeting point for various other areas of logic and computation. We also provide a detailed exposition of the connection between Turing categories and partial combinatory algebras and show the sense in which the study of Turing categories is equivalent to the study of PCAs. (shrink)

This paper offers an intellectual discourse for destination managers by exploring alternative branding approaches used during the colonial period in Kenya, now that the image is under siege both internally through socio-economic instability and unprecedented levels of poaching, and externally through travel warnings, outright trafficking in big game trophies, the constant threat of terror attacks, and poor global rankings in the Travel and Tourism Competitive Index. The paper conforms to the mission of thought and practice by identifying practical ways of (...) promoting tourist destination Kenya through an in-depth analysis of historical experiences. (shrink)

George Stigler défendit deux revendications importantes. 1) Ce que disent les gens à propos des choix n’a pas d’importance. 2) Toutes les institutions sociales sont efficientes à long terme. Je démontre que la seconde proposition découle d’une considération pour la rationalité économique à laquelle s’ajoute une préférence nulle pour le temps.Il est important de constater que la désapprobation d’une préférence positive pour le temps est un aspect de la moralité traditionnelle. Cela suggère que la seconde revendication de Stigler (...) est tributaire de la proposition selon laquelle ce que disent le gens à propos des choix est extrèmement important.George Stigler defended two important claims. 1) What people say about choice does not matter. 2) All social institutions are in the long run efficient. I demonstrate that the second proposition follows from considerations of economic rationality plus zero time discounting. It is important to note that disapproval of positive time preference is an aspect of traditional morality. Thus suggests that Stigler’s second claim depends upon the proposition that what people say about choice does matter very much. (shrink)