A novel Protocol Ethics Tool Kit (‘Ethics Tool Kit’) has been developed by a multi-stakeholder group of the Multi-Regional Clinical Trials Center of Brigham and Women9s Hospital and Harvard. The purpose of the Ethics Tool Kit is to facilitate effective recognition, consideration and deliberation of critical ethical issues in clinical trial protocols. The Ethics Tool Kit may be used by investigators and sponsors to develop a dedicated Ethics Section within a protocol to improve the consistency and transparency between clinical trial (...) protocols and research ethics committee reviews. It may also streamline ethics review and may facilitate and expedite the review process by anticipating the concerns of ethics committee reviewers. Specific attention was given to issues arising in multinational settings. With the use of this Tool Kit, researchers have the opportunity to address critical research ethics issues proactively, potentially speeding the time and easing the process to final protocol approval. (shrink)

These essays examine the contribution of Ortega y Gasset, reflecting his own diversity of interests with topics on philosophy, history, literature, esthetics, language and art. The collection draws together scholars from a variety of disciplines in an effort to deepen appreciation for one of the leading writers of modern Spain. Originally delivered at Espectador Universal to mark the 100th anniversay of Ortega y Gasset's birth, these essays are sure to open new perspectives on the thought and work of one who (...) has long been regarded as the prototytpe to the twentieth century humanist. (shrink)

Recent developments in the business world have caused the academic community to address the coverage of ethics in the accounting curriculum. This study surveyed accounting faculty to: (1) examine perceptions about ethics coverage in the undergraduate accounting courses; (2) identify teaching methods used to include ethics in the undergraduate accounting courses, the perceived effectiveness of those methods and the amount of time spent on ethics coverage; and (3) to identify problems encountered in including ethics in accounting courses. The study found (...) that although a large majority of the professors surveyed (77%) said they include ethics, 69% felt that there was a need for more ethics coverage. Also, the study revealed that while the lecture method was the most commonly used method, the written case was deemed the most effective method. The average time spent covering ethics was a little over 3 hours per course. The most significant problems encountered by faculty who include ethics in their undergraduate accounting courses was not enough time and lack of appropriate ethics materials. (shrink)

In spite of their performance of highly valuable roles in the civil rights movement, southern Black women remain a category of invisible, unsung heroes and leaders. Utilizing archival data and a subsample of personal interviews conducted with civil rights leaders, this article explores the specific leadership roles of Black women activists; describes the experiences of selected Black women activists from their own “standpoint”; and offers explanations for the lack of recognition and non-inclusion of Black women in the recognized leadership cadre (...) of the civil rights movement. The modern southern-based struggle is most illustrative of how the interlocking systems of gender, race, and class structure Black women's movement leadership and participation. (shrink)

Consent remains a crucial, yet challenging, cornerstone of clinical practice. The ethical, legal and professional understandings of this construct have evolved away from a doctor-centred act to a patient-centred process that encompasses the patient’s values, beliefs and goals. This alignment of consent with the philosophy of shared decision-making was affirmed in a recent high-profile Supreme Court ruling in England. The communication of information is central to this model of health care delivery but it can be difficult for doctors to gauge (...) the information needs of the individual patient. The aim of this paper is to describe ‘core information sets’ which are defined as a minimum set of consensus-derived information about a given procedure to be discussed with all patients. Importantly, they are intended to catalyse discussion of subjective importance to individuals. The model described in this paper applies health services research and Delphi consensus-building methods to an idea orginally proposed 30 years ago. The hypothesis is that, first, large amounts of potentially-important information are distilled down to discrete information domains. These are then, secondly, rated by key stakeholders in multiple iterations, so that core information of agreed importance can be defined. We argue that this scientific approach is key to identifying information important to all stakeholders, which may otherwise be communicated poorly or omitted from discussions entirely. Our methods apply systematic review, qualitative, survey and consensus-building techniques to define this ‘core information’. We propose that such information addresses the ‘reasonable patient’ standard for information disclosure but, more importantly, can serve as a spring board for high-value discussion of importance to the individual patient. The application of established research methods can define information of core importance to informed consent. Further work will establish how best to incorporate this model in routine practice. (shrink)

There is much that Christian churches can learn from relevant secularapproaches and adapt to support integration and participation within ourcongregations for adults with impairments. One of these approaches isSocial Role Valorization developed by Dr. Wolf Wolfensberger. In thisapproach, one considers the relevance of image and competency of deval-ued individuals and how these two areas impact access to “the good thingsof life.” This article applies these principles to the inclusion of vulnerablecongregational members into the life of the Christian church, asking thequestion, (...) “What would be better?” as a prompt for those in leadership toreflect on their current practices with an eye toward maturity in their prac-tices as they intersect the lives of devalued people. (shrink)

This introduction provides an overview of the life, career, and social thought of Gerhard Lenski. Following a preliminary description of Lenski's contributions, this essay is divided into two sections. The first section examines the origins, education, and biographical influences on Lenski as a major social theorist as well as the intellectual foundation of his sociological theories. The second section presents Lenski's work, impact, and legacy and sets the stage for the original essays that are grouped around four of six key (...) areas of Lenski's work, which has had enormous impact on both American and international sociology: (1) teaching sociology; (2) "status crystallization" and "status inconsistency"; (3) sociology of religion and "the religious factor"; (4) social stratification, "power and privilege"; (5) gender stratification in comparative-historical perspective; and (6) ecological-evolutionary theory. While these six areas do not correspond neatly to the progressive phases of Lenski's theory development and sociological career, they are interconnected and reflect Lenski's central concerns in asking the big questions about human societies and in providing explanations for understanding the processes of social change, differentiation, and inequality among and within human societies, across time and space, from hunting and gathering to postindus trial societies. (shrink)

MARXISM AND LIBERALISM edited by Ellen Frankel Paul, Fred D. Miller, Jr., Jeffrey Paul and John Ahrens New York: Basil Blackwell, 1986. 223 pp., $14?95 (paper) LIBERALISM by John Gray Minneapolis: University of Minnesota Press, 1986. 106 pp., $9.95 (paper).

ABSTRACT Four decades ago, Gerald Kramer showed that economic conditions affect electoral outcomes. Some researchers took this to mean that voters were self-interested, voting their “pocketbooks,” while others, such as Leif Lewin, took it to mean that voters were sociotropic, motivated by the public interest—and therefore altruistic. It is important, however, to avoid conflating sociotropic voters with altruistic ones. Voters might be voting in favor of politicians or parties that they think will further the public interest as an indirect route (...) to furthering their own interests, as members of the public. More research, perhaps conducted using novel methodologies, is needed in order to settle the extent to which voters are motivated by self-interest or by the public interest. (shrink)

This chapter contains sections titled: Classic Theories of Teaching and Learning John Dewey's Theory of Learning and Teaching Contemporary Constructivist Theories of Teaching and Learning The Contributions of Analytic Philosophy of Education Contemporary Theories of Learning.

ABSTRACT Four decades ago, Gerald Kramer showed that economic conditions affect electoral outcomes. Some researchers took this to mean that voters were self-interested, voting their “pocketbooks,” while others, such as Leif Lewin, took it to mean that voters were sociotropic, motivated by the public interest—and therefore altruistic. It is important, however, to avoid conflating sociotropic voters with altruistic ones. Voters might be voting in favor of politicians or parties that they think will further the public interest as an indirect route (...) to furthering their own interests, as members of the public. More research, perhaps conducted using novel methodologies, is needed in order to settle the extent to which voters are motivated by self-interest or by the public interest. (shrink)

This chapter contains sections titled: Introduction The Argument for Methodological Unity The Argument against Methodological Unity Understanding Others The Ontological Turn and the New Causalist Consensus References.

This chapter contains sections titled: Historiographic Concepts Historical Laws Historiographic Interpretations Conclusion References.