Bringing the National Security Agency into the Classroom: Ethical Reflections on Academia-Intelligence Agency Partnerships

Science and Engineering Ethics - Academia-intelligence agency collaborations are on the rise for a variety of reasons. These can take many forms, one of which is in the classroom, using students to...     

Agency and Embodiment: Groups,Human–Machine Interactions,and Virtual Realities

This paper develops a taxonomy of kinds of actions that can be seen in group agency, human–machine interactions, and virtual realities. These kinds of actions are special in that they are not embodied in the ordinary sense. I begin by analysing the notion of embodiment into three separate assumptions that together comprise what I call the Embodiment View. Although this view may find support in paradigmatic cases of agency, I suggest that each of its assumptions can be relaxed. With each assumption that is given up, a different kind of disembodied action becomes available. The taxonomy gives a systematic overview and suggests that disembodied actions have the same theoretical relevance as the actions of any ordinarily embodied human. 1     

Reflections on the actor–partner interdependence model

The actor–partner interdependence model (APIM) has been widely successful and has become the default method for analyses of dyadic data in which both members of the pair have the same measurements. This article reviews the history of the development of the APIM, focusing on the original presentation of the model, a 1979 article by Kraemer and Jacklin. Also discussed are the topics of APIM patterns, whether the APIM is a dyadic model, and the automation of APIM analyses. Although the APIM is the most popular method for dyadic analysis, it should be recognized there are alternatives that should also be considered.     

Configurations of Rape: Some Issues for ConversationConfigurations of Rape in the Hebrew Bible: A Literary Analysis of Three Rape Narratives – By Frank M. Yamada

While I am in much agreement with Frank Yamada's analysis and reading of the Genesis 34, Judges 19, and 2 Samuel 13 as rape narratives, in that all three texts show a ‘family resemblance’, this review essay is an attempt to engage his work in a conversation by discussing the following issues: (1) his use of ‘family resemblance’; (2) common authorship; (3) insider–outsider category; (4) 2 Samuel 11 as a rape narrative; (5) theological and ethical implications of such readings.     

Reflections 10 Years Post–Hurricane Katrina: Implications for Addiction Counseling

Ten years post–Hurricane Katrina, the authors reflected on the aftermath through the eyes of addiction treatment professionals to become better prepared for future tragedies. The lessons learned, the authors' personal reflections, and implications for clinical practice and counselor education are provided.     

Honesty–humility and a person–situation interaction at work

Person–situation interactions have attracted researchers' attention for decades. Likewise, the current work focuses on the interaction of honesty–humility and situational conditions in bringing about counterproductive work behaviour (CWB). As such, we introduce perceptions of organizational politics as a situational construct representing an opportunity for CWB. In a sample of N = 148 employees we found that particularly individuals low in honesty–humility were affected by situational circumstances. By contrast, those high in honesty–humility reported practically the same (lower) amount of CWB independent of the level of perceptions of organizational politics. In other words, employees low in honesty–humility were especially likely to condition their behaviour on environmental factors, a result that mirrors previous findings. Copyright © 2010 John Wiley & Sons, Ltd.     

Disciplinary Relations/Sexual Relations: Feminist and Foucauldian Reflections on Professor–Student Sex

Drawing on Michel Foucault's writings as well as the writings of feminist scholars bell hooks and Jane Gallop, this paper examines faculty–student sexual relations and the discourses and policies that surround them. It argues that the dominant discourses on professor–student sex and the policies that follow from them misunderstand the form of power that is at work within pedagogical institutions, and it examines some of the consequences that result from this misunderstanding. In Foucault's terms, we tend to theorize faculty–student relations using a model of sovereign power in which people have or lack power and in which power operates in a static, stable, and exclusively top‐down manner. We should, however, recognize the ways in which individuals in pedagogical institutions are situated within disciplinary and thus dynamic, reciprocal, and complex networks of power, as well as the ways in which the pedagogical relation may be a technique of the self and not only of domination. If we reconsider these relations in terms of Foucault's accounts of discipline and technologies of the self, we can recognize that prohibitions on faculty—student sexual relations within institutions such as the university are productive rather than repressive of desire, and that such relations can be opportunities for development and not only for abuse. Moreover, this paper suggests that the dominant discourses on professor—student relations today contribute to a construction of professors as dangerous and students as vulnerable, which denies the agency of (mostly female) students and obscures the multiplicity of forms of sexual abuse that occur within the university context.