This is a study that investigated the extent of use of the three principles of ethics – utility, morality, and justice – in managerial ethical decision making, in addition to the personal attitude towards them. It involved undergraduate and graduate business students (total N=163) from the Olayan School of Business in the American University of Beirut, Lebanon. Two kinds of measurements were done: self assessment, and testing with the Saschkin’ s Managerial Value Profile (1997). It showed that (...) morality was the overriding ethical principle used, especially in the graduate group (professionals). Business students still believed in the justice system despite the weakness of the country’s law. Utility was the least used, although males were found to be more utilitarian than females. Finally there was no relation between personal attitudes toward the three ethical principles, and the intentional behavior when faced with ethical dilemmas. The findings were discussed and recommendations were given. (shrink)

sirThe American University of Beirut was established in the last decade of the 19th century and is the only one of three current medical programmes in Lebanon to adopt American curricular standards and English as a language of instruction. A formal course in medical ethics was introduced in 1994, which instructs students in the third year on issues such as truth-telling to patients, within the context of the “paternalism versus autonomy” debate.1–4 Changes of attitude toward cancer (...) disclosure following the introduction of that formal course were measured serially in the same class of AUB medical students as they moved from the first to the fourth medical years. In that four-year interval, students graduated from theoretical courses to clinical contact with patients.Seventy students …. (shrink)

This paper reports the results of a survey of the teaching of courses in agricultural history in the seventy-four Land Grant institutions in the United States and its territories. It concludes with the expression of concern that the subject matter, agricultural history, is nearly a dying field, and only heroic measures will succeed in rescuing it.

In Latin America, policies on inclusive education in the university are implemented in an irrelevant way, despite the foundations that seek a university that guarantees in all students the learning, skills and competences they need. To try to provide solutions, the Social Model of Inclusive Education (MSEI) is proposed, which allows identifying management in inclusive education, by calculating the effectiveness index, using the cause-effect structure among three variables: i) policies in inclusive education, ii) conditions presented by students and (...) iii) attitudes towards students. The variables are derived into indicator variables, developing items that allow the collection of information with all the members of a higher education institution; thus formalizing a mathematical model of structural equations. The MSEI was applied as a pilot plan in a higher education institution in Ecuador, showing that the management effectiveness index in inclusive education is 60.3%, related to a work of greater weight in indicator variables such as: support that provides the educational institution to the students, the socio-economic situation of the students and the differentiated assessment of learning. (shrink)

Science expanded rapidly from the second half of the nineteenth century onwards. This expansion was closely linked with the expansion and transformation of the university system. Especially within the US, science gained solid institutional footing in a period in which a series of reforms in higher education placed the scientific disciplines at the center of an emerging system of modern universities. The scientific university became a hallmark of the modern era.The expansion of science came with its differentiation. Within (...) the system of science, an increasing number of disciplines could emerge and crystallize. Scientific work also increasingly distinguished itself from its social and cultural environment. It.. (shrink)

The still astonishing expansion of the American university since World War II has transformed the nation's intellectual and cultural life in myriad ways. Most intellectual historians familiar with this period would agree, I suppose, that among the conspicuous changes is the sheer increase in the size and diversity of intellectual and cultural activity taking place on campuses across the country. After all, we know that colleges and universities that employ us also provide full- and part-time academic appointments to (...) novelists, poets, playwrights, filmmakers, choreographers, composers, classical and jazz musicians, painters, photographers, and sculptors, even though most of them probably began their careers with little or no desire to join us in the halls of academe. This now widespread employment practice has decentralized the nation's literary and artistic talent. It also has made for a manifold increase in degree-granting programs in writing and the creative arts. One example will suffice here. When World War II ended, there were a small handful of university-based creative-writing programs. Over the course of the next thirty years, the number increased to fifty-two. By 1985, there were some 150 graduate degree programs offering an MA, MFA, or PhD. As of 2004, there were more than 350 creative-writing programs in the United States, all staffed by practicing writers and poets, many of whom now also hold advanced degrees in creative writing. (shrink)

This is an excerpt from the content“Accountability” used to be a term that applied primarily to K-12 education, especially following the passage of No Child Left Behind. However, the recent economic downturn and subsequent recovery prompted debates on whether the cost of pursuing a college degree is “worth it” for students. Students’ post-graduation debt and job market prospects have been publicly scrutinized as well as the operations of large research universities. Supporters of higher education posit that these critiques of the (...) system impose a business model where it should not be as they emphasize outputs and efficiency over quality. At the same time, it is hard to ignore that calls for accountability in higher education are getting louder than ever before.In Accountability, Pragmatic Aims, and the American University, Ana M. Martínez-Alemán examines accountability from a historical perspective, arguing that accountability arose in the American university during the early part of the twentieth century. This rise coin. (shrink)

Like many other foreign students, Chinese students studying at American universities face special challenges in value-centered humanities courses as cultural outsiders. Moral and political philosophy can be particularly difficult, since these subjects focus on delicate issues of great personal significance, yet rely on cultural norms, discourse contexts, and basic assumptions that Chinese students may not share, understand, or feel comfortable discussing. Programs that invite American professors to teach summer classes to such students in China for American (...) class='Hi'>university credit allow for interesting new opportunities to circumvent some of the learning obstacles these students face in the United States. This essay reflects upon general teaching strategies that take advantage of these opportunities, and presents promising approaches to three sensitive topics in this teaching context: cultural relativism as a normative moral theory, diversity, and human rights. Many of the approaches and examples discussed may also be applicable to teaching Chinese students in the U.S. or discussing key issues with them in office hours. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Art Subjects: Making Artists in the American UniversityTheodore GracykArt Subjects: Making Artists in the American University, by Howard Singerman. Berkeley, Los Angeles, London: University of California Press, 1999, 296 pp., $19.95 paper.Howard Singerman's Art Subjects is a study of the training of visual artists in American universities from 1912 to the present. More precisely, the book is an account of how two philosophies (...) ofeducation have competed to inform that training. At the outset, Singerman announces that the book explores a long-standing "struggle between vision and language" (p. 10) that culminates with a decisive privileging of language. The book mimics its putative subject in at least one interesting way. As it was for art and the training of American artists in the twentieth century (at least on Singerman's account of them), so it is with the book. Each moves from a practice grounded in objective reality to a jargon-ridden discourse that limits entry to anyone outside of its acutely self-regarding disciplinary field. Although the book's acknowledgments segment thanks one individual for demanding thatSingerman "come to a real conclusion" for the book, readers should note Singerman's subsequent admission that it may not have one. At times it even appears that Singerman goes out of his way to avoid drawing one.Art Subjects appears to have started life as Singerman's doctoral dissertation, but it only occasionally displays the dull by-the-numbers writing of such documents. The book has a clear organization and its numerous quotations are carefully documented. The overall argument is framed, beginning and end, with Singerman's autobiography of his own time as a university art student. It provides him with his framing question: if he has a M.F.A. in sculpture but never learned to sculpt, what does his professional degree signify? The answer is that it indicates that his work is no longer facile. He has progressed from the realm of the artist whose work is professional, displaying facility, to the stage where he is professional. He has progressed to the point where being an artist is theartist's true subject: "Artists are the subject of graduate school; they are both who and what is taught" (p. 3). If this progression is best indicated by an artist's lack of facility in producing works of art, that is the price of professionalism. In the post-World War II university, art training is "founded on the primacy of theory over practice" (p. 181). Yet the result is professionalism without a clear profession other than as an employee of the post-World War II university: the M.F.A. prepares artists for the university discipline of art. Citing Foucault, Singerman seems satisfied that artists have taken command of a theoretical field. Disciplinary boundaries are created and policed by its rules of professional discourse. At the same time, Singerman declares his intention to "use the concept of the discipline as it constrains and structures discourses to keep from having to judge whether or not art is a profession" (p. 201). He likewise mentions [End Page 119] but does not take any stand on the "putative decline of recent art" (p. 210). This ongoing refusal to judge deprives the book of potentially interesting conclusions. It also calls into question Singerman's repeated references to the "self-criticality" of the discipline.Singerman's neutrality might berefreshing were it not for his use of Foucault to introduce the notion that each new "proposition" within the disciplinary discourse represents progress in a "theoretical field," moving "knowledge" forward. Talking about art (and not, to be sure, talking all that much about specific works of art) and talking about being an artist may or may not represent progress. For instance, Singerman's early chaptersmake the case that the triumph of artistic modernism must be understood as a repudiation of a "female" aesthetic and even of women as artists. Singerman returns to the topic ofwomen artists only once, to note Griselda Pollock's approval of the entry of feminism into the academic discipline of art. Thus Singerman is silent on the question of whether progress is made when the number of women is... (shrink)

The ArgumentIn the nineteenth century, American legal educators drew on the idea of “legal science” the claim that the study of law was similar to the study of the natural sciences. In this paper, I propose to examine the particular conceptions of “science” that were incorporated into that idea. The primary point of the paper is to argue that in antebellum America, a particular view of the natural sciences dominated public discourse, and it was this conception that was appropriated (...) by contemporaneous legal scientists. Public discussions of natural science in lyceums, surveys, and journals, were carried out in a language grounded in the same religious commitments and the same normative conception of nature that drove the ideology of laissez-faire. Described under the rubric “Protestant Baconianism,” the approach was characterized by commitments to four elements: natural theology; a constrained version of Baconian inductivism; a belief in grand synthesis and proof by analogy; and claims of moral improvement. These elements were typical of the efforts of a particular influential circle of natural scientists and, similarly, of some of the more influential legal scientists in the antebellum period. This article examines the elements of the Protestant Baconian approach that were incorporated into Christopher Columbus Langdell's model of legal science in the 1870s, a model that continues to influence thinking about both legal education and jurisprudence to this day. (shrink)

Intellectual historian Andrew Jewett sets an enormous task for himself: to trace the history and context of science and values relations over the course of some hundred-odd years of U.S. history. He does this to further an argument that science was once explicitly connected to the study of human values, and that the story that explains how science became value neutral is a contingent one. It could have happened differently, he argues, and it should have. Furthermore, because that history is (...) contingent, we are free to still change our academic habits and to allow the social sciences to be sciences alongside the natural and physical sciences. The reason this would be worth doing, according to Jewett, is.. (shrink)

American universities are purported to excel at technology transfer. This assumption, however, masks important features of American innovation. Attempts to emulate the US example must recognize the heterogeneity of its industries and institutions of higher education. Stanford University and the biomedical cluster in Boston, Massachusetts, illustrate the diversities that characterize this dynamic system.

For an American philosopher participating in a cultural exchangeprogram with the Soviet Union in 1964–65, a year spent in thePhilosophy Faculty of Moscow State University, studying and doingresearch in the history of Russian philosophy, provided manyinteresting insights – some of them surprising – into the theoryand practice of Marxism-Leninism and the nature of philosophicaleducation in Russia in the 1960s.

During the nineteenth and early twentieth centuries, a wide variety of American writers proposed the existence of energies connecting human beings to cosmic processes. From varying points of view--scientific, philosophical, religious, and literary--they suggested that such energies would eventually result in the perfection of individual and collective bodies, assuming that assimilation into larger networks of being meant the expansion of humanity's powers and potentialities--a belief that continues to inform much posthumanist theory today. Universes without Us explores a lesser-known countertradition (...) in American literature. As Matthew A. Taylor's incisive readings reveal, the heterodox cosmologies of Edgar Allan Poe, Henry Adams, Charles Chesnutt, and Zora Neale Hurston reject the anthropocentric fantasy that sees the universe as a kind of reservoir of self-realization. For these authors, the world can be made neither "other" nor "mirror." Instead, humans are enmeshed with "alien" processes that are both constitutive and destructive of "us." By envisioning universes no longer our own, these cosmologies picture a form of interconnectedness that denies any human ability to master it. Universes without Us demonstrates how the questions, possibilities, and dangers raised by the posthuman appeared nearly two centuries ago. Taylor finds in these works an untimely engagement with posthumanism, particularly in their imagining of universes in which humans are only one category of heterogeneous thing in a vast array of species, objects, and forces. He shows how posthumanist theory can illuminate American literary texts and how those texts might, in turn, prompt a reassessment of posthumanist theory. By understanding the posthuman as a materialist cosmology rather than a technological innovation, Taylor extends the range of thinkers who can be included in contemporary conversations about the posthuman. (shrink)

This paper examines two moments in the globalization of human genetics, focusing on the American University of Beirut as a site of interaction between American, European and Middle Eastern scientific actors and research subjects. In the interwar period, the establishment of clinical laboratories at AUB's medical school enabled the development of an informal large-scale programme to study human heredity through anthropometry and sero-anthropology. AUB's Middle Eastern students were trained in these techniques, and research results were disseminated (...) locally in Arabic as well as in international scientific journals. In the post-war period, new technologies transformed human genetics into an internationally coordinated science with specialized laboratories. However, an attempt to establish such a lab at AUB during the 1960s ended in failure: the Anthropological Blood Grouping Laboratory functioned for only four years before closing. The American and British personalities who promoted the ABGL in Lebanon aimed to collect blood samples from across the region without committing to long-term relationships with local scientists and research subjects. As an ‘outpost’ for Western scientists, the ABGL embodied the neo-colonial structure of post-war human population genetics, both in its unfulfilled aspirations to serve metropolitan research agendas and in its marginalization of Middle Eastern scientists. (shrink)

As the concept of universal access to healthcare comes to America, an ethical paradox emerges. “Access” is the code word for being assured that sick people without financial resources get appropriate medical care. There is an ethical imperative to provide care for the sick – whether paying or not – and this value ought to give direction to any reformed system.

Bioethics is a relatively new addition to bedside medical care in Arab world which is characterized by a special culture that often makes blind adaptation of western ethics codes and principles; a challenge that has to be faced. To date, the American University of Beirut Medical Center is the only hospital that offers bedside ethics consultations in the Arab Region aiming towards better patient-centered care. This article tackles the role of the bedside clinical ethics consultant as an (...) active member of the medical team and the impact of such consultations on decision-making and patient-centered care. Using the case of a child with multiple medical problems and a futile medical condition, we describe how the collaboration of the medical team and the clinical ethics consultant took a comprehensive approach to accompany and lead the parents and the medical team in their decision-making process and how the consultations allowed several salient issues to be addressed. This approach proved to be effective in the Arab cultural setting and indeed did lead to better patientcentered care. (shrink)

With increasing momentum for health care reform, attention is shifting to finance reform that will provide for direct methods for controlling health care spending. This article outlines the two principal paths to direct cost control and outlines a national plan that retains our multiple sources of payment, yet also contains a powerful direct cost control technique: a single fund to finance all health care.

The challenges public comprehensive universities face today are expanding—they have been challenged to enroll and graduate more students, adopt new technologies that lower cost without sacrificing quality, and align program and curricular offerings with the skills that employers require. While these universities have a long history of adapting to change, today’s environment will likely test the capabilities of even the most adaptive institutions. This volume assembles a team of experts from a variety of disciplines to examine both the history of (...) the comprehensive university and what lies ahead. Overall, the book grapples with such questions as: How do these institutions adapt to serve the growing population of non-traditional students? How well do they prepare graduates for the labor market? Can partnerships between community colleges and comprehensive universities bolster student success? The University Next Door draws much-needed attention to a set of institutions that has historically received little notice, yet play an important role in meeting our new attainment goals and helping the American economy grow. Book Features: Examines the role of comprehensive universities from start to finish—their history and future. Uses empirical analysis to explore complex questions about which students choose these universities and why. Explores how these institutions might struggle under a federal ratings system such as the one proposed by President Obama. Discusses how these institutions can better monitor the needs of the economy and better educate students to fill those needs. Provides recommendations to inform future decisions about higher education policy. (shrink)

Universal Basic Income (UBI) can serve as a beneficial public policy to reduce poverty and inequality, yet a great challenge is how to fund it. This article offers a roadmap for fully funding UBI in a manner that: eliminates poverty; bolsters the middle-class; eliminates the stigma and government bureaucracy of social welfare programs; reduces ever-expanding inequality; initiates a path to meeting climate change goals; reduces speculation; and increases fairness and opportunity in the tax code. As stand-alone policies, these revenue proposals (...) are valuable correctives in their own right. If the entire package of UBI and funding sources were in effect, society (and American capitalism) would be on a more stable, equitable, and environmentally sustainable footing. (shrink)

The fine-tuning argument can be used to support the Many Universe hypothesis. The Inverse Gambler’s Fallacy objection seeks to undercut the support for the Many Universe hypothesis. The objection is that although the evidence that there is life somewhere confirms Many Universes, the specific evidence that there is life in this universe does not. I will argue that the Inverse Gambler’s Fallacy is not committed by the fine-tuning argument. The key issue is the procedure by which the universe with life (...) is selected for observation. Once we take account of the procedure, we find that the support for the Many Universe hypothesis remains. (shrink)

This paper (i) gives necessary and sufficient conditions that clocks in an inertial lattice can be synchronized, (ii) shows that these conditions do not imply a universal light speed, and (iii) shows that the terrestrial redshift experiment provides evidence that clocks in a small inertial lattice in a gravitational field can be synchronized.

Codified moral medicine is an antidote to many problems, a bulwark against wallowing in the morass of moral idolatry, and a rampart that should be strengthened continually, rather than dismantled. The notion of medical professional self regulation, by means of codification and collaboration, was actually conceived in Britain, by Dr Thomas Percival, but born in America. The American Medical Ethics Revolution, through the medium of a tetrad of editors and a stellar collection of luminaries, displays the pedigree of codified (...) American medical ethical thought back to its earliest progenitor: the primordial 1847 American Medical Association (AMA) code of ethics. The clash of deftly handled academic sabres vivifies the medical ethical dimension of the practice of medicine in …. (shrink)