We examined cynicism as a mediator of the influence of managers’ mission-congruent communication and behavior about ethical standards (a form of supervisory behavioral integrity) on employee attitudes and intended behavior. Results indicated that cynicism partially mediates the relationship between supervisory behavioral integrity and organizational commitment, but not the relationship between supervisory behavioral integrity and intent to comply with organizational expectations for employee conduct.

This paper: (1) gives a schema of the logical structure of functional explanation in biology; (2) shows that it falls under the covering law model of explanation by proving that the explanandum follows from the explanans; and (3) supports the claim that it captures the logical structure underlying the biological usage by analyzing in detail two cases from biology.

The rural health context in the United States presents unique ethical challenges to its approximately 60 million residents, who represent about one quarter of the overall population and are distributed over three-quarters of the country’s land mass. The rural context is not only identified by the small population density and distance to an urban setting but also by a combination of social, religious, geographical, and cultural factors. Living in a rural setting fosters a sense of shared values and beliefs, a (...) strong work ethic, self-reliance, and a tendency for close-knit extended social structures where overlapping relationships are commonplace. (shrink)

Mastery imagery has been shown to be associated with more positive cognitive and emotional responses to stress, but research is yet to investigate the influence of mastery imagery ability on imagery’s effectiveness in regulating responses to acute stress, such as competition. Furthermore, little research has examined imagery’s effectiveness in response to actual competition. This study examined (a), whether mastery imagery ability was associated with stress response changes to a competitive stress task, a car racing computer game, following an imagery intervention, (...) and (b), the effects of different guided imagery content on pre-task cognitive and emotional responses. In Session 1, 78 participants (M age = 20.03 years, SD = 1.28) completed ratings of pre-task anxiety intensity and direction, confidence, and perceived control. Imagery ability was also assessed before completing the task. In Session 2, participants were randomly allocated to an imagery condition (positive mastery, negative mastery, relaxation) or control group (no imagery) before completing the task and outcome measures again. For the negative mastery group, greater positive mastery imagery ability was associated with greater perceived control and perceiving anxiety as more facilitative. Furthermore, mastery imagery ability moderated the relationship between anxiety intensity and direction. Altogether, results suggest that positive mastery imagery ability may act as a potential buffer against the effects of negative images. (shrink)

The purpose of this study was to assess the presence of ethics committees in rural critical access hospitals across the United States. Several studies have investigated the presence of ethics committees in rural health care facilities. The limitation of these studies is in the definition of ‘rural hospital’ and a regional or state focus. These limitations have created large variations in the study findings. In this nation-wide study we used the criteria of a critical access hospital (CAH), as defined by (...) the Medicare Rural Hospital Flexibility Program (Flex Program, 2007), to bring consistency and clarity to the assessment of the presence of ethics committees in rural hospitals. The Flex Monitoring Team conducted a national telephone survey of 381 CAH administrators throughout the United States. The survey covered a wide variety of questions concerning hospitals’ community benefit, impact activities, and whether the hospital had a formally established an ethics committee. About 230 (60%) of the respondents indicated they had a formally established ethics committee or ethics consultation program at their CAH. The prevalence of ethics committees declined as the CAH location became increasingly rural along a rural–urban continuum. Unlike CAHs, all rural Department of Veterans Affairs Medical Centers have ethics committees. The results of this study provide an understanding of the limited presence of ethics committee in rural America and the need to consider new approaches for providing ethics assistance. A virtual ethics committee network may be the most efficient and effective way of providing rural hospitals access to a knowledgeable ethics committee or consultant. (shrink)

In the context of academic research, a diversity of ethical issues, conditioned by the different roles of members within these institutions, arise. Previous studies on this topic addressed mainly the perceptions of researchers. However, to our knowledge, no studies have explored the transversal ethical issues from a wider spectrum, including other members of academic institutions as the research ethics board (REB) members, and the research ethics experts. The present study used a descriptive phenomenological approach to document the ethical issues experienced (...) by a heterogeneous group of Canadian researchers, REB members, and research ethics experts. Data collection involved socio-demographic questionnaires and individual semi-structured interviews. Following the triangulation of different perspectives (researchers, REB members and ethics experts), emerging ethical issues were synthesized in ten units of meaning: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. This study highlighted several problematic elements that can support the identification of future solutions to resolve transversal ethical issues in research that affect the heterogeneous members of the academic community. (shrink)

This edited text recaptures many of Joe L. Kincheloe's national and international influences. An advocate and a scholar in the social, historical, and philosophical foundations of education, he dedicated his professional life to his vision of critical pedagogy. The authors in this volume found mentorship, as well as kinship, in Joe and express the many ways in which he and his work made profound differences in their work and lives. Joe's research always pushed the limits of what critically reflective and (...) informed teaching entailed, never diluting the import of comprehending the complexity of sociopolitical, cultural, economic, and educational discourses and practices. Dedicated to a praxis of social and political activism rooted in students' development as citizens and workers, the labor of teachers as action researchers, cultural workers, and social mediators is always at the heart of all he achieved. We who were so influenced directly and indirectly by him knew his genius and relished the generosity with which he shared his ideas, advice, encouragement, and art. The world is better because of Joe L. Kincheloe scholarship-inextricably related to "critical" critical thinking and enactment of education that tenaciously interrupts complacency, mediocrity, always responding thoughtfully to particular educational contexts. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:FOR A NON-VIOLENT ACCORD: EDUCATING THE PERSON Marie-Louise Martinez Education has been criticized, no doubt justly, for the symbolic violence of its prohibitions and exclusionary rituals that mirror the violence of society (Bourdieu, etc.). But this criticism is short-sighted. When restraints are removed in teaching and education (in the family and in the school), violence wells up anew and produces at least the following two results: access to meaning (...) and knowledge is restricted; access to the law and its structure-inducing prohibitions is restricted. The result is that we foster vulnerable personalities who confuse fiction and reality, and who do not hesitate to turn their violence into acts of hostility directed toward themselves, other people, and society. A further consequence has been a certain violent non-differentiation that has tended in turn to produce a violent re-differentiation ofsociety. There is a nostalgia everywhere today for a return to discipline, to the rule oflaw, etc. One hears talk of the "sanctuary of the classroom" or again of the necessity of preserving a "symbolic cloister." We are not able, purely and simply, to feel remorse for having maintained the rule ofa violent symbolic order. One might ask in what the symbolic consists. How is it connected to teaching and education? Is there not a fundamental violence in the symbolic? Does there exist a less violent symbolic, or even a non-violent one? How might one define it and put it to work in teaching and education? Girardian theory can help us to reinterpret various contributions from a number of authors in the human sciences (Benveniste, Lacan, etc.) and from the personalist philosophy of language. I would like to propose the hypothesis that there are two stages ofthe symbolic: first, a violent symbolic accord and, second, a non-violent threshold within the symbolic, which alone can serve as an appropriate model for teaching and education. 56Marie-Louise Martinez I. The symbolic and its powers. We are not using symbolic in its specific sense as metaphorical or figurative language as it occurs in myth and poetry but in a more general sense, i.e., to refer to the totality ofthe sign and code systems employed by human beings, as that which allows for the production and deployment of significations within society. Stemming from the Greek symbolein (to throw or put together, to assemble), the symbolic is that type or order of signs that assembles. Much more than the pure language of linguistics, the symbolic is the totality ofverbal, non-verbal, and para-verbal conventions, of systems ofexchange, and ofrites. It also comprises the regulated use ofbodies and ofnature. Our definition ofthe symbolic is not idealist: more than simply the expression of ideas, it is also interaction and action, on oneself, on others, and the world. It includes technical and bodily activities to the degree that these have been codified. In this sense, the symbolic (in agreement with philosophers as diverse as Cassirer or Clifford Geertz) can be said to embrace the totality of what is called culture. But ifthe symbol throws orputs together, it is necessary to discuss what and why and how it does so. The modern science ofsigns (semiology) has shown that the sign or symbol serves to place in relation. Relying on the contemporary semiology that stems from the American philosopher Pierce, and also on the work of Francis Jacques in France, we can say that this relation, far from being a simple binary one (sign/referent or sign/signifier) is a complex relation which aligns signs with the objects to which they refer, but also with the people deploying those signs. This latter signifying relation, which is intersubjective and social, was invisible in Saussurean semiology. In itself, the symbolic is the product of a complex relation which links people among themselves and the things referred to by the agency of signs. In other words, the basis of the signifying relationship is not the dyad subject/object (relation to objects) but a triadic relation, subject/ subject/object (intersubjective and objectai). This triangular relationship, which traverses the intersubjective and the objectai, is a relationship of convention, underlined in antiquity by Plato in the Cratylus (for Hermogenes, a word... (shrink)

Narrative explanations in evolutionary biology have seemed fundamentally different from other scientific explanations, and similar to historical explanations. This investigation of the structure of narrative explanations in evolutionary biology reveals that narrative explanations do have a deductive-nomological base, but that their structure contains two significant additional elements as well. The additional elements are: the multidimensional recursive connection between the different sub-explanations in a narrative explanation; and a set of generic explanations which make possible the integration of multiple co-existing processes.

Many philosophers have asserted that evolutionary theory is unfalsifiable. In this paper I refute these assertions by detailing some falsifiable predictions of the theory and the evidence used to test them. I then analyze both these predictions and evidence cited to support assertions of unfalsifiability in order to show both what type of predictions are possible and why it has been so difficult to spot them. The conclusion is that the apparent logical peculiarity of evolutionary theory is not a property (...) of evolutionary theory; it is a property of our human-sized perspective on evolutionary theory. (shrink)

This paper shows that species are individuals with respect to evolutionary theory in the sense that the laws of the theory deal with species as irreducible wholes rather than as sets of organisms. 'Species X' is an instantiation of a primitive term of the theory. I present a sketch of a proof that it cannot be defined within the theory as a set of organisms; the proof relies not on details of my axiomatization but rather on a generally accepted property (...) of speciation; hence the same argument should work for any axiomatization which captures this generally accepted property of speciation. (shrink)

This volume examines some of the most contentious social justice issues present in the corpus of Augustine's writings. Whether one is concerned with human trafficking and the contemporary slave trade, the global economy, or endless wars, these essays further the conversation on social justice as informed by the writings of Augustine of Hippo.

Ethics in Thucydides uses the historian's account of the resolution at Corcyra as the basis for determining a moral or ethical perspective in Thucydides'History. Various scenes, speeches, and narrative descriptions are analyzed in relation to ethical vocabulary, their conformity to an ethical perspective, and the way in which they promote an ethical outcome. Ethics in Thucydides is ground-breaking because up to this point, scholars have not persuasively argued that ethics played a role in History. Williams' work is an extensive analysis (...) which also considers Thucydides in relation to his predecessors and contemporaries. (shrink)

Originally published in 1908, this book contains six essays on various aspects of the Platonic theory of knowledge as expounded in the later dialogues reviewed by Aristotle. The text was written during the author's period as Marion Kennedy Student at Newnham College, Cambridge. Textual notes are also included. This book will be of value to anyone with an interest in Plato, Aristotle and classical philosophy.

This paper reports the results of a workshop held in January 2013 to begin the process of establishing standards for e-learning programmes in the ethics of research involving human participants that could serve as the basis of their evaluation by individuals and groups who want to use, recommend or accredit such programmes. The standards that were drafted at the workshop cover the following topics: designer/provider qualifications, learning goals, learning objectives, content, methods, assessment of participants and assessment of the course. The (...) authors invite comments on the draft standards and eventual endorsement of a final version by all stakeholders. (shrink)

Many philosophers have claimed that the structure of evolutionary theory is intrinsically different from the structure of physical theories. These claims were based on the appearance of the immature structure of the theory. Refutations of these claims have been based on newly available glimpses of the mature structure of the theory. These claims and their refutations show that the relationship between the immature and mature structures of evolutionary theory is dramatically different from this relationship for Newtonian physics. Analysis of the (...) cause of this difference provides insight into significant features of the process of maturation of scientific theories. (shrink)

In 1837 the German-born astronomer F. G. W. Struve published his famous catalogue of double stars. For Struve this was the culmination of 12 years' detailed observation of a class of celestial objects lying exclusively beyond the solar system; for historians of astronomy it poses the problem of explaining why the study of double stars became a significant part of astronomical endeavour, as it did, during the 1820s and 1830s. For, although Struve's interest was extreme, it was shared to a (...) lesser extent by several eminent contemporaries, including John Herschel, Friedrich Bessel, Johann Encke, James South and Félix Savary. Their combined efforts represented an important transition in astronomy: for the first time one of the emphases of the subject moved beyond the solar system to the so-called fixed stars. The question of the emergence of interest in double stars is of historical significance, therefore, as it is related to the problem of the origins of ‘stellar astronomy’. This essay is thus intended to offer an explanation of astronomers' interest in double stars, and to tackle the related question of whether this transition constituted a major break in the history of astronomy. Furthermore it is proposed that answers to these problems may be found by considering the practice of astronomy dominant during the first half of the nineteenth century. Astronomers in this period were overwhelmingly concerned with a refined form of positional astronomy. The problems they chose to solve were by and large related to the difficulties of the accurate reduction of observational data, and the compilation of reliable tables and star charts, which were then used as a background against which the motions of solar system objects were plotted. By assessing individuals' studies of double stars within this context it can be seen firstly that such studies were no more or less than specific examples of a general case, and secondly that the stars themselves were not usually of intrinsic interest. In general it was the positions of the stars on the. (shrink)