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2.
Noriko Ando Yumi Iwamitsu Kazuhisa Takemura Yukiko Saito Fumio Takada 《Journal of genetic counseling》2009,18(6):567-577
Our objectives were to investigate: (1) relationships between perceptions of various terms regarding mutation and the depth
of knowledge regarding mutation among family members of patients receiving genetic outpatient services, and (2) differences
in perceptions of the term “gene mutation” for family members versus university students. Fifty-eight family members and 178
university students responded to two questionnaires: Impressions regarding the term, and Knowledge about the concept of mutation. Factor analyses were conducted to determine the factor structure of ratings of the terms, and two-way analyses of variance
[(1)Term, (2)Group × Knowledge] were conducted to examine differences in perceptions of the terms as measured by scores for
each extracted factor. Family members had a significantly more negative perception of the term “gene mutation” than “gene
change” and a less negative perception of the term “gene mutation” than “gene lesion”; they had significantly more negative
perceptions of the term “gene mutation” than did university students. 相似文献
3.
This article explores the concepts of safety culture and safety climate in an attempt to determine which is the more useful
for describing an organization's “state of safety.” From a review of the literature purporting to measure safety culture or
safety climate, it is argued that, although the two terms are often interchangeable, they are actually distinct but related
concepts and should be treated accordingly. The term “safety climate” best describes employees' perceptions, attitudes, and
beliefs about risk and safety, typically measured by questionnaire surveys and providing a “snapshot” of the current state
of safety. “Safety culture” is a more complex and enduring trait reflecting fundamental values, norms, assumptions and expectations,
which to some extent reside in societal culture. The expression of these “cultural” elements, perhaps, can be seen through
safety management practices which are reflected in the safety climate. Basically, measurement of safety culture requires in-depth
investigation including an analysis of how organizational members interact to form a shared view of safety. 相似文献
4.
This article explores the concepts of safety culture and safety climate in an attempt to determine which is the more useful
for describing an organization's “state of safety.” From a review of the literature purporting to measure safety culture or
safety climate, it is argued that, although the two terms are often interchangeable, they are actually distinct but related
concepts and should be treated accordingly. The term “safety climate” best describes employees' perceptions, attitudes, and
beliefs about risk and safety, typically measured by questionnaire surveys and providing a “snapshot” of the current state
of safety. “Safety culture” is a more complex and enduring trait reflecting fundamental values, norms, assumptions and expectations,
which to some extent reside in societal culture. The expression of these “cultural” elements, perhaps, can be seen through
safety management practices which are reflected in the safety climate. Basically, measurement of safety culture requires in-depth
investigation including an analysis of how organizational members interact to form a shared view of safety. 相似文献
5.
Gail A. Caputo 《Current psychology (New Brunswick, N.J.)》2000,19(1):70-81
According to Gilligan's model of moral reasoning, some people approach difficult decisions situationally and in response to
needs and relationships of the people involved, often including themselves. People who think this way operate with a “care
voice” and tend to be girls and women. Others do so with concerns about rights, obligations, and rules, employing conventional
standards uniformly to be fair. These people operate with a “justice voice.” A study was conducted to assess the usefulness
of the model for understanding student opinions of penalty for two hypothetical criminal offenders. Based upon data obtained
from a self-administered written questionnaire and a quantitative index of “voice,” three themes emerged. First, most students
exhibited concerns reflective of the two internal moral structures, the “care voice” and the “justice voice,” when they responded
to queries about the proper function of criminal sanctions. This indicates that at least two equally legitimate yet competitive
definitions of criminal justice exist. Second, gender and “voice” are associated, but not invariably. Third, “voice” is more
helpful than gender for explaining penalty choices. The care model is associated with penalty choices that are responsive
to needs of people involved in the situation, and the custodial nature of sanctions lends insight into these choices. The
justice model is associated with the assignment of normative sanctions. Moreover, many students expressed a “model of voice,”
or a view of fairness, that conflicts with the dominant model of the criminal justice system. 相似文献
6.
Ronald A. Beghetto 《Social Psychology of Education》2007,10(2):171-191
This study examined the relationship between prospective teachers’ (N = 166) retrospective perceptions of their own past achievement goals and their current beliefs about students’ goal orientations
and achievement behaviors. Results of hierarchical regression analysis provide correlation evidence in support of a “carry-over
effect” of prospective teachers’ past goal orientations on their current beliefs about students. Specifically, prospective
teachers’ were found to believe that their future students will pursue goal orientations analogous to their own past goal
orientations. In addition, prospective teachers’ explanations for why students might engage in or avoid achievement-directed
behaviors were examined. Regardless of past goal orientation, “internal motives” (e.g., improvement and self-satisfaction)
represented the most frequent explanation offered by prospective teachers for why students engage in achievement behaviors.
Prospective teachers with past performance-approach goals were significantly more likely to view avoidance as a sign of “laziness,”
whereas those with past performance-avoidant goals were more likely to view avoidance as resulting from a “lack of confidence
and support.” Implications for subsequent research are discussed. 相似文献
7.
Gail A. Caputo 《Current Psychology》2000,19(1):70-81
According to Gilligan's model of moral reasoning, some people approach difficult decisions situationally and in response to
needs and relationships of the people involved, often including themselves. People who think this way operate with a “care
voice” and tend to be girls and women. Others do so with concerns about rights, obligations, and rules, employing conventional
standards uniformly to be fair. These people operate with a “justice voice.” A study was conducted to assess the usefulness
of the model for understanding student opinions of penalty for two hypothetical criminal offenders. Based upon data obtained
from a self-administered written questionnaire and a quantitative index of “voice,” three themes emerged. First, most students
exhibited concerns reflective of the two internal moral structures, the “care voice” and the “justice voice,” when they responded
to queries about the proper function of criminal sanctions. This indicates that at least two equally legitimate yet competitive
definitions of criminal justice exist. Second, gender and “voice” are associated, but not invariably. Third, “voice” is more
helpful than gender for explaining penalty choices. The care model is associated with penalty choices that are responsive
to needs of people involved in the situation, and the custodial nature of sanctions lends insight into these choices. The
justice model is associated with the assignment of normative sanctions. Moreover, many students expressed a “model of voice,”
or a view of fairness, that conflicts with the dominant model of the criminal justice system. 相似文献
8.
Many have claimed that education of the ethical issues raised by biotechnology is essential in universities, but there is
little knowledge of its effectiveness. The focus of this paper is to investigate how university students assess the information
given in class to make their own value judgments and decisions relating to issues of agricultural biotechnology, especially
over genetically modified organisms (GMOs). Analysis of homework reports related with agricultural biotechnology after identification
of key concepts and ideas in each student report is presented. The ideas were sorted into different categories. The ideas
were compared with those in the reading materials using the same categories. These categories included: concern about affects
on humans, affects on the environment, developing countries and starvation, trust in industry, responsibility of scientists,
risk perception, media influence, need for (international) organizations or third parties, and information dissemination.
What was consistent through the different years was that more than half of the students took a “neutral” position. A report
was scored as “neutral” when the report included both the positive and negative side of an issue, or when the student could
not make a definite decision about the use of GMOs and GM food. While it may be more difficult to defend a strong “for” or
“against” position, some students used logical arguments successfully in doing so. Sample comments are presented to depict
how Japanese students see agricultural technology, and how they value its application, with comparisons to the general social
attitudes towards biotechnology. 相似文献
9.
Nura Resh 《Social Psychology of Education》2009,12(3):315-325
In this investigation I explore teachers’ perspectives on just grade allocation. The study was carried out among language,
math and science teachers in a national sample of Israeli high schools, where teachers were required to weigh a set of considerations
that are used in the decision on grade allocation. Findings suggest that (a) a teacher’s decision is based on a weighted combination
of multi-principles of allocation, (b) equity by output (students proved academic success) is the ruling consideration, and
(c) the weight given to the various considerations differ by teachers’ subject matter expertise. The appeared difference placed
science teachers vis-à-vis math and language teachers, unlike the expected humanities (language)—sciences (math and science)
dichotomy. Comparison of grading considerations by student capacity suggests that about half of the teachers consider differential
grading considerations for “weak” and “strong” students as just, attributing greater weight to academic input (effort) and
need for encouragement when grading their “weak” students. 相似文献
10.
This study explored relationships between alexithymia (measured through the Toronto Alexithymia Scale), probable neurological
dysfunction (Stroop Color Word Test), and “Verbal” and “Abstraction” IQ scores (Hartford-Shipley Institute for Living Scale)
in relation to risk-taking behavior. Subjects were “anti-social” risk-takers (criminal offenders undergoing court-related
residential drug treatment), “adventurous” risktakers (college students who regularly engage in such sports as rock-climbing
and spelunking), or “normals” (college students who were neither adventurous risk-takers nor criminal offenders). Principal
findings reveal that clinically relevant alexithymia is observed among risk-takers of either anti-social or adventurous variety
less frequently, but among “normals” more frequently, than chance would predict; that the “verbal deficit pattern” in intellectual
functioning is observed more frequently among adventurous risk-takers, less frequently among “normals,” and no more frequently
among anti-social risk-takers than chance would predict; and that probable neurological dysfunction is observed more frequently
among anti-social risk-takers but less frequently among adventurous risk-takers or “normals” than chance would predict. Results
support only in part the Pallone-Hennessy (1999) conceptual model of the genesis and correlates of risk-taking in respect
of anti-social, but not in respect of adventurous risk-takers.
This study was supported by grants from the Henry Rutgers Scholars Program, Rutgers College, and the Fund for Correctional
Psychology, Center of Alcohol Studies. Deep gratitude is expressed to Eric Workowski, Charles Rouse, and Joni Lepore for their
invaluable assistance. 相似文献
11.
This study explored relationships between alexithymia (measured through the Toronto Alexithymia Scale), probable neurological
dysfunction (Stroop Color Word Test), and “Verbal” and “Abstraction” IQ scores (Hartford-Shipley Institute for Living Scale)
in relation to risk-taking behavior. Subjects were “anti-social” risk-takers (criminal offenders undergoing court-related
residential drug treatment), “adventurous” risktakers (college students who regularly engage in such sports as rock-climbing
and spelunking), or “normals” (college students who were neither adventurous risk-takers nor criminal offenders). Principal
findings reveal that clinically relevant alexithymia is observed among risk-takers of either anti-social or adventurous variety
less frequently, but among “normals” more frequently, than chance would predict; that the “verbal deficit pattern” in intellectual
functioning is observed more frequently among adventurous risk-takers, less frequently among “normals,” and no more frequently
among anti-social risk-takers than chance would predict; and that probable neurological dysfunction is observed more frequently
among anti-social risk-takers but less frequently among adventurous risk-takers or “normals” than chance would predict. Results
support only in part the Pallone-Hennessy (1999) conceptual model of the genesis and correlates of risk-taking in respect
of anti-social, but not in respect of adventurous risk-takers.
This study was supported by grants from the Henry Rutgers Scholars Program, Rutgers College, and the Fund for Correctional
Psychology, Center of Alcohol Studies. Deep gratitude is expressed to Eric Workowski, Charles Rouse, and Joni Lepore for their
invaluable assistance. 相似文献
12.
Gary L. St. C. Oates 《Social Psychology of Education》2009,12(4):415-441
The viability of five prominent explanations for the black–white performance gap (“academic engagement,” “cultural capital,”
“social capital,” “school quality” and “biased treatment”) is examined using NELS data and a LISREL model that adjusts for
clustering of students within schools. Empirical models have typically assessed these factors individually—a practice that probably fosters overestimation of their explanatory power. School quality and biased treatment emerge as
the primary explanations for black–white high school test performance differentials. Access to better-quality schools and
receipt of more stimulating interpersonal “signals” from gatekeepers ensue from racial (and socioeconomic) privilege. Enhanced
test performance in turn ensues from these resources. In essence, the explanations for the racial gap that place more emphasis
on what black and white students “bring to” high school (i.e., specific levels of engagement, cultural and social capital),
seem less consequential to performance differentials than “what happens to” them when they get there (i.e., quality of education
provided, and race-contingent treatment received). 相似文献
13.
CHEN Lisheng 《Frontiers of Philosophy in China》2010,5(1):1
The different meanings of “courage” in The Analects were expressed in Confucius’ remark on Zilu’s bravery. The typological analysis of courage in Mencius and Xunzi focused on the shaping of the personalities of brave persons. “Great courage” and “superior courage”, as the virtues of “great men” or “shi junzi 士君子 (intellectuals with noble characters)”, exhibit not only the uprightness of the “internal sagacity”, but also the rich implications of the “external kingship”. The prototype of these brave persons could be said to be between Zengzi’s courage and King Wen’s courage. The discussion entered a new stage of Neo-Confucianism in the Song and Ming dynasties, when admiration for “Yanzi’s great valor” became the key of various arguments. The order of “the three cardinal virtues” was also discussed because it concerned the relationship between “finished virtue” and “novice virtue”; hence, the virtue of courage became internalized as an essence of the internal virtuous life. At the turn of the 20th century, when China was trembling under the threat of foreign powers, intellectuals remodeled the tradition of courage by redefining “Confucius’ great valor”, as Liang Qichao did in representative fashion in his book Chinese Bushido. Hu Shi’s Lun Ru 论儒 (On Ru) was no more than a repetition of Liang’s opinion. In the theoretical structures of the modern Confucians, courage is hardly given a place. As one of the three cardinal virtues, bravery is but a concept. In a contemporary society where heroes and sages exist only in history books, do we need to talk about courage? How should it be discussed? These are questions which deserve our consideration. 相似文献
14.
叶秀山 《Frontiers of Philosophy in China》2008,3(3):438-454
Levinas subverts the traditional “ontology-epistemology,” and creates a “realm of difference,” the realm of “value,” “ethic,”
and “religion,” maintaining that ethics is real metaphysics. According to him, it is not that “being” contains the “other”
but the other way round. In this way, the issues of ethics are promoted greatly in the realm of philosophy. Nonetheless, he
does not intend to deny “ontology” completely, but reversed the relationship between “ontology (theory of truth)” and “ethics
(axiology),” placing the former under the “constraint” of the latter. Different from general empirical science, philosophy
focuses more on issues irrelevant to ordinary empirical objects; it does have “objects,” though. More often than not, the
issues of philosophy cannot be conceptualized into “propositions”; nevertheless, it absolutely has its “theme.” As a discipline,
philosophy continuously takes “being” as its “theme” and “object” of thinking. The point is that this “being” should not be
understood as an “object” completely. Rather, it is still a “theme-subject.” In addition to an “object,” “being” also manifests
itself in an “attribute” and a kind of “meaning” as well. In a word, it is the temporal, historical, and free “being” rather
than “various beings” that is the “theme-subject” of philosophy.
Translated by Zhang Lin from Wen Shi Zhe 文史哲 (Journal of Literature, History and Philosophy), 2007, (1): 61–70 相似文献
15.
This paper addresses several concerns in teaching engineering ethics. First, there is the problem of finding space within
already crowded engineering curricula for meaningful discussions of ethical dimensions in engineering. Some engineering programs
may offer entire courses on engineering ethics; however, most do not at present and may not in the foreseeable future. A promising
possibility is to weave ethics into already existing courses using case studies, but most current case studies are not well
integrated with engineering technical analysis. There is a danger that case studies will be viewed by both instructors and
students as departures from “business as usual”—interesting perhaps, but not essentially connected with “real” engineering.
We offer a case study, inspired by the National Society of Professional Engineer’s popular video Gilbane Gold, that can be used to make the connection. It requires students to engage in technical analysis, but in a context that makes
apparent the ethical responsibility of engineers. Further, the case we present marks a significant departure from more typical
cases that primarily focus on wrongdoing and its prevention. We concentrate more positively on what responsible engineering
requires. There is a need for more such cases, regardless of whether they are to be used in standard engineering courses or
in separate courses in engineering ethics.
This article is the product of the NSF/Bovay Endowment “Workshop to Develop Numerical Problems Associated With Ethics Cases
for use in Required Undergraduate Engineering Courses” (NSF Grant DUE-9455141) held at Texas A&M University in August 1995.
For further information about this project, contact Michael J. Rabins, Director of the Ethics and Professionalism Program
in the Look College of Engineering at Texas A&M University. Additional case studies from this workshop are available on the
Internet site http://ethics.tamu.edu. The writing of this article was supported in part by “Engineering Ethics: Good Works”
(NSF/EVS Grant SBR-930257).
Michael Pritchard teaches ethics and is co-author of Engineering Ethics: Concepts and Cases (1995) with C.E. Harris and Michael Rabins (Wadsworth, Belmont CA).
Mark Holtzapple teaches chemical engineering and is author of Foundations of Engineering (McGraw-Hill) which includes an ethics chapter suitable for freshman engineering students. 相似文献
16.
The present study compared chronic procrastination tendencies claimed by “whitecollar” working adults (n = 141) with rates reported by Harriott and Ferrari ( 1996) of “blue-collar” working adults (n - 211). Participants completed reliable and valid measures of everyday procrastination tendencies (decisional, arousal, and
avoidant), and socio-demographic items at one of several public forums. Results showed no significant difference between classes
of working adults on age, gender, marital status, or the number of children, although “white-collar” workers claimed higher
levels of education than “blue-collar” workers. “White-collar” workers also reported significantly higher scores on all three
forms of chronic procrastination than “blue-collar” workers. It seems that professional employees report procrastination more
frequently than unskilled workers. Further research is needed to explore the causes and consequences associated with differences
in chronic procrastination by occupational group. 相似文献
17.
In a paper entitled “Revolution in Permanence”, published in the collection “Karl Popper: Philosophy and Problems”, John Worrall
(1995) severely criticised several aspects of Karl Popper’s work before commenting that “I have no doubt that, given suffi-cient
motivation, a case could be constructed on the basis of such remarks that Popper had a more sophisticated version of theory
production......” (p. 102). Part of Worrall’s criticism is directed at a “strawpopper”: in his “Darwinian Model” emphasising
the similarities and differences between genetic mutation, variation in animal behaviour and the gestation of scientific theories,
Popper (1975, 1981, 1994) never stated that tentative scientific conjec-tures “while more or less random, are not completely
blind.” He was referring to variation in animal species behaviour, and about tentative scientific conjectures he said nothing,
although common sense would indicate that presumably he regarded them as being less blind and less random. In Popper (1977,
1983), giving a summary of his “Darwinian Model”, he repaired this omission about tentative scientific conjectures by inserting
the sentence “On a level of World 3 theory formation they are of the character of planned gropings into the unknown.” Recent
developments in the field of genetics (see for example Raff (1996), Lewis (1999), Korn (2002)) indicate that Popper’s intuitions
were along the modern lines while Worrall’s intuitions are old fashioned. Therefore Popper’s “Darwinian Model” remains both
viable and fruitful. 相似文献
18.
David Gudelunas 《Sexuality & culture》2005,9(1):62-87
If the available venues for public discourse concerning sexuality in America are divided into “formal” curricula including
community and school-based sexual education programs, and the “informal” curricula of the mass media, the popular newspaper
advice column sits at a critical site of convergence of these two venues. In a culture that is detemined to restrict talk
about sex, and particularly those sexual practices such as masturbation that are labeled “taboo,” this paper argues that a
widely available and culturally mainstream venue for otherwise limited disourse becomes an important site for talking, learning,
and debating issues of sexuality. By using Ann Landers’ discussion of masturbation as a case study, this paper offers an overview
of the cultural utility of newspaper advice columns as a safe space for taboo talk about sexuality. 相似文献
19.
The present study compared chronic procrastination tendencies claimed by “whitecollar” working adults (n = 141) with rates reported by Harriott and Ferrari ( 1996) of “blue-collar” working adults (n - 211). Participants completed reliable and valid measures of everyday procrastination tendencies (decisional, arousal, and
avoidant), and socio-demographic items at one of several public forums. Results showed no significant difference between classes
of working adults on age, gender, marital status, or the number of children, although “white-collar” workers claimed higher
levels of education than “blue-collar” workers. “White-collar” workers also reported significantly higher scores on all three
forms of chronic procrastination than “blue-collar” workers. It seems that professional employees report procrastination more
frequently than unskilled workers. Further research is needed to explore the causes and consequences associated with differences
in chronic procrastination by occupational group. 相似文献
20.
Davis M 《Science and engineering ethics》2006,12(4):717-730
Perhaps the most common reason science and engineering faculty give for not including “ethics” (that is, research ethics,
engineering ethics, or some discussion of professional responsibility) in their technical classes is that “there is no room”.
This article 1) describes a technique (“micro-insertion”) that introduces ethics (and related topics) into technical courses
in small enough units not to push out technical material, 2) explains where this technique might fit into the larger undertaking
of integrating ethics into the technical (scientific or engineering) curriculum, and 3) concludes with some quantified evidence
(collected over more than a decade) suggesting success. Integrating ethics into science and engineering courses is largely
a matter of providing context for what is already being taught, context that also makes the material already being taught
seem “more relevant”. 相似文献