In this paper we describe and explore a management tool called the Caux Round Table Self-Assessment and Improvement Process (SAIP). Based upon the Caux Round Table Principles for Business — a stakeholder-based, transcultural statement of business values — the SAIP assists executives with the task of shaping their firm’s conscience through an organizational self-appraisal process. This process is modeled after the self-assessment methodology pioneered by the Malcolm Baldrige National Quality Award Program. After briefly describing the SAIP, we address three topics. (...) First, we examine similarities and differences between the Baldrige approach to corporate self-assessment and the self-assessment process utilized within the SAIP. Second, we report initial findings from two beta tests of the tool. These illustrate both the SAIP’s ability to help organizations strengthen their commitment to ethically responsible conduct, and some of the tool’s limitations. Third, we briefly analyze various dimensions of the business scandals of 2001–2002 (Enron, WorldCom, Tyco, etc.) in light of the ethical requirements articulated with the SAIP. This analysis suggests that the SAIP can help link the current concerns of stakeholders — for example, investors and the general public — to organizational practice, by providing companies with a practical way to incorporate critical lessons from these unfortunate events. (shrink)

Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the (...) analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. (shrink)

Une des façons de demander ce qu'est la philosophie est de demander simplement « qu'appelle-t-on penser ». Car en un sens, la philosophie n'est que la pensée prenant pleine conscience d'elle-même. Le fait que deux penseurs hautement originaux, suivant pourtant des chemins indépendants, révèlent de frappantes similitudes dans leur réponse à cette question, peut apparaître comme une confirmation de l'authenticité de leur pensée respective.

Twenty distinguished philosophers and social theorists have contributed original papers to this stimulating investigation into the nature of the economically just society. Collectively, and in a remarkably coherent fashion, these papers set out the problems of contemporary social theory within the context of the distributive justice vs. property rights debate initiated by the works of John Rawls and Robert Nozick.

THE ARGUMENT FROM design for the existence of God has been subject to assault on all flanks and is often thought to have lost all strategic importance in debates within philosophical theology. Yet it exhibits a remarkable resilience. Not only is it an argument of choice for ordinary believers, but its conclusions, if not its overt procedures, are presumed valid by all theists; one could hardly hold for the existence of a divine providence or plan governing created reality without drawing (...) on the intellectual capital of this argument. (shrink)

Wittgenstein's move is admirably motivated and directed, but it suffers from basic flaws which involve it in as many problems as it has warded off. This paper will attempt to trace out some of these flaws, and also to suggest how they might have been avoided. In the process, it will invoke the aid of the ancient aphorist who seems in some ways to have been a kindred spirit of Wittgenstein, and who shares with him a stress upon the public (...) or the "common" as the key to overcoming philosophy's perplexities: Heraclitus of Ephesus. The sage who, wearied by the abstruseness of vain speculation and by the chatter of the marketplace, went off to play with the children in the temple of Artemis, may have some useful hints for the gardener in the Irish monastery, wearied by the hum of the idling engine forever "gunned" by the professional philosophers. (shrink)

Not only that, but the very attempt to do so is impossible of attainment, for the human mind cannot, even in pure thought, reach the central observatory of the absolute looker-on, for the startlingly simple reason that it is only by participating in reality that it exists at all. A system is a spectacle which is there for a disengaged mind, a mind which is not itself enclosed within the panorama it beholds. For the human subject such a disengagement is (...) unthinkable. Where its possibility seems plausible --for pure reason--it is only because the systematizer neglects the one element which can never be included within his structure: his own act of thinking. Our thought does not lie open to our gaze-we cannot stand outside it and treat it as an object, and it is only the objectified which is systematizable. Because I am altogether engaged in being, no merely "objective" judgment upon it is possible. (shrink)

Conscience and Conscientious Objection of Health Care Professionals Refocusing the Issue Content Type Journal Article Pages 351-364 DOI 10.1007/s10730-009-9113-x Authors Natasha T. Morton, The University of Western Ontario Ontario Canada N6A 5B9 Kenneth W. Kirkwood, Arthur and Sonia Labatt Health Sciences Building London Ontario Canada N6A 5B9 Journal HEC Forum Online ISSN 1572-8498 Print ISSN 0956-2737 Journal Volume Volume 21 Journal Issue Volume 21, Number 4.

A Rose Hill book. Includes bibliographical references (pages 297-302) and index.

��This paper investigates how an evolutionary al- gorithm with an indirect encoding exploits the property of phenotypic regularity, an important design principle found in natural organisms and engineered designs. We present the first comprehensive study showing that such phenotypic regularity enables an indirect encoding to outperform direct encoding con- trols as problem regularity increases. Such an ability to produce regular solutions that can exploit the regularity of problems is an important prerequisite if evolutionary algorithms are to scale to high-dimensional real-world (...) problems, which typically contain many regularities, both known and unrecognized. The indirect encoding in this case study is HyperNEAT, which evolves artificial neural networks (ANNs) in a manner inspired by concepts from biological development. We demonstrate that, in contrast to two direct encoding controls, HyperNEAT produces both regular behaviors and regular ANNs, which enables HyperNEAT to significantly outperform the direct encodings as regularity increases in three problem domains. We also show that the types of regularities HyperNEAT produces can be biased, allowing domain knowledge and preferences to be injected into the search. Finally, we examine the downside of a bias toward regularity. Even when a solution is mainly regular, some irregularity may be needed to perfect its functionality. This insight is illustrated by a new algorithm called HybrID that hybridizes indirect and direct encodings, which matched HyperNEAT’s performance on regular problems yet outperformed it on problems with some irregularity. HybrID’s ability to improve upon the performance of HyperNEAT raises the question of whether indirect encodings may ultimately excel not as stand-alone algorithms, but by being hybridized with a further process of refinement, wherein the indirect encoding produces patterns that exploit problem regu-. (shrink)

Critical thinking, defined as a person's ability and inclination to make and assess conclusions based on evidence is a commonly studied area of education. This issue focuses on using the case study method to promote critical thinking. The goal of critical thinking, i.e. leading others to become critical thinkers, can best be reached and, indeed, perhaps can only be reached in a learner-centered climate. Today's curriculum reform is calling for teachers to align their curricula with state and national standards, and (...) central to this goal is the ability to evaluate the curriculum. While the case study method is an ideal vehicle to promote critical thinking in the classroom, its application need not be limited to the classroom. (PsycINFO Database Record (c) 2007 APA, all rights reserved). (shrink)