Ethics, biotechnology, and global health: the development of vaccines in transgenic plants

As compared with conventional vaccine production systems, plant-made vaccines (PMVs) are said to enjoy a range of advantages including cost of production and ease of storage for distribution in developing countries. In this article, we introduce the science of PMV production, and address ethical issues associated with development and clinical testing of PMVs within three interrelated domains: PMVs as transgenic plants; PMVs as clinical research materials; and PMVs as agents of global health. We present three conclusions: first, while many of the ethical issues raised by PMVs are familiar, PMVs add a new dimension to old issues, and raise some novel issues for ethicists and policy-makers; secondly, it is premature to promise broad applicability of PMVs across the developing world without having demonstrated their feasibility; thirdly, in particular, proponents of PMVs as a solution to global health problems must, as a condition of the ethical conduct of their research, define the commercial feasibility of PMVs for distribution in the developing world.     

Promotion and employee turnover: Critique,meta-analysis,and implications

Qualitative reviews of the withdrawal literature have reached inconsistent conclusions regarding the strength of the relationship between promotion and turnover. Several issues were addressed in this study which may account for these inconsistencies. First, we differentiate among three distinct operationalizations of promotion: (1) promotion satisfaction; (2) perceptions of promotional opportunity; and (3) actual promotion. We then conduct quantitative reviews using meta-analytic procedures on turnover and the three operationalizations of promotion. We found no significant relationships between promotion satisfaction and turnoveror between perceived promotional opportunities and turnover. However, a significant negative relationship was found between actual promotion and turnover. Theoretical implication of these findings are presented.     

Comment: Starting to Solve the Method Puzzle in Salesperson Self-Report Evaluations

In a recent Journal of Personal Selling & Sales Management paper, Jaramillo, Carrillat, and Locander (JCL) further extended our understanding of the errors of salesperson self-report evaluations when compared to managerial evaluations. Our paper provides contrary evidence on three major conclusions drawn in this study. First, we question the assertion by JCL that the correlation between self-report and objective measures of performance is consistently low. Second, we question JCL’s claim that the correlation between managerial evaluations and objective measures of performance is consistently high. Third, we question the key finding of JCL that self-report measures of salesperson performance are less accurate than managerial evaluations. We provide an alternative perspective to these issues by highlighting past research on performance measurement. Moreover, we reanalyze data from a previously published study to examine the issues raised by JCL. Our expectation is that this comment will serve as an impetus for further research in this area.     

Parlance,Places, Process,and Paradox: Revisiting the Discussion of Gender Differences in Childhood Shyness

In our recent review article (Doey et al. 2013), we provided an overview and synthesis of the extant literature pertaining to gender differences in the prevalence and implications of childhood shyness. In response to this review, Sex Roles solicited three commentaries from noted experts in the field. This rebuttal is meant to briefly address some of the central themes raised in these commentaries. Our comments focus on the issues of parlance i.e., nomenclature, operationalization, and assessment, places (i.e., the importance of considering context), process (i.e., mechanisms that may underlie gender differences in shyness), and paradox (comparing gender differences in the prevalence of shyness versus internalizing problems).     

Deduction,inference and illation

From the standpoint of the theory of medicine, a formulation is given of three types of reasoning used by physicians. The first is deduction from probability models (as in prognosis or genetic counseling for Mendelian disorders). It is a branch of mathematics that leads to predictive statements about outcomes of individual events in terms of known formal assumptions and parameters. The second type is inference (as in interpreting clinical trials). In it the arguments from replications of the same process (‘data’) lead to conclusions about the parameters of a system, without calling into question either the probabilistic model or the criteria of evidence. The third is illation (as in the elucidation of symptoms in a patient). It is a process whereby, in the light of the total evidence and the conclusions from the other types of reasoning, one may modify, expand, simplify or demolish a conceptual framework proposed for deductions, and modify the nature of the evidence sought, the criteriology, the axioms, and the surmised complexity of the scientific theory. (The process of diagnosis as applied to a patient may in extreme cases lead to the discovery of an entirely new disease with its own, quite new, set of diagnostic criteria. This course cannot be accommodated inside either of the other two types of reasoning.) Illation has something of the character of Kuhn's ‘scientific revolution’ in physics; but it differs in that it is the nature, not the degree or frequency of change that distinguishes it from Kuhn's ‘normal science.’     

Allocation of attention in texture segregation, visual search, and location-precuing paradigms

Is there a common mechanism (or set of mechanisms) that controls the allocation of spatial attention in texture segregation, visual search, and location-precuing tasks? This question was addressed by comparing data from our previous research on location-cuing and search tasks with data from a new set of experiments on texture segregation, in which a common set of stimuli was used across the three paradigms. However, when we ranked the scores for the targets on texture segregation speed, search rate, and improvement due to precuing effects, agreement between these measures was less than perfect. Further analyses of these results led to the following conclusions: (a) speed of texture segregation is affected by perceptual aspects of the display other than the attentional salience of a particular target; (b) visual search rate and the size of precuing effects are strongly related over most of the set of targets we used; and (c) some cases in which search rate was not consistent with size of precue effects may be related to the presence of nearby distractors in the search task.     

Cultural diversity,migration and education

Migration is not a new phenomenon. However, recent data indicate that unprecedented numbers of people have experienced forced migration around the world with 51% under the age of 18 years. How can educational policies and practices respond sensitively to increasing cultural and migration-based diversity? The purpose of this special section that includes eight studies is to consider these issues more deeply. As a frame for the special section, we address the main question: What are promotive or protective factors for positive development of children and youth attending culturally diverse school contexts? In the collection of papers, these promotive and protective factors range from peers and families, to teachers, to organisational context and climate. With continued disruptions in children's lives due to a pandemic, climate change, war, conflict and poverty, migration will remain a pressing concern and will continue to transform the student populations in our classrooms and schools for the foreseeable future. The need to address how we can best provide students from diverse backgrounds equitable and supportive education, continues.     

Affect,Moral Intuition,and Risk

The natural way to deal with moral issues involving risk is to rely on our intuitive feelings. “How bad is it? Well, how bad does it feel?” We can also rely on reason to determine right and wrong but, as Jonathan Haidt has demonstrated, intuition comes first and dominates our responses unless we make an effort to critique and, if necessary, override it. We argue that our intuitive feelings are insensitive to large losses of life and thus mislead us in the face of natural disasters or human disasters associated with poverty, disease, and violence. Our intuitions seduce us into calmly turning away from these catastrophes, when we should be driven by outrage or sorrow to act. We propose ways to overcome this insensitivity through new forms of education and communication coupled with reliance on moral deliberation aimed at designing laws and institutions that compel attention to such problems.     

Interaction between amount and pattern of training in the induction of intermediate- and long-term memory for sensitization in aplysia

In Aplysia, three distinct phases of memory for sensitization can be dissociated based on their temporal and molecular features. A single training trial induces short-term memory (STM, lasting <30 min), whereas five trials delivered at 15-min intervals induces both intermediate-term memory (ITM, lasting >90 min) and long-term memory (LTM, lasting >24 h). Here, we explore the interaction of amount and pattern of training in establishing ITM and LTM by examining memory for sensitization after different numbers of trials (each trial = one tail shock) and different patterns of training (massed vs. spaced). Under spaced training patterns, two trials produced STM exclusively, whereas four or five trials each produced both ITM and LTM. Three spaced trials failed to induce LTM but did produce an early decaying form of ITM (E-ITM) that was significantly shorter and weaker in magnitude than the late-decaying ITM (L-ITM) observed after four to five trials. In addition, E-ITM was induced after three trials with both massed and spaced patterns of training. However, L-ITM and LTM after four to five trials require spaced training: Four or five massed trials failed to induce LTM and produced only E-ITM. Collectively, our results indicate that in addition to three identified phases of memory for sensitization—STM, ITM, and LTM—a unique temporal profile of memory, E-ITM, is revealed by varying either the amount or pattern of training.     

Breaking bread: spirituality,food and early childhood education

The spiritual aspect of early childhood education is supported by the early childhood curriculum in Aotearoa New Zealand, Te Whāriki. Research in three different early childhood settings presents new perspectives on the everyday experiences of children in terms of spirituality. Each setting formed a case study that included the voices of children, parents and teachers. Focusing on the practices that surround food and eating, this narrative account takes the sharing of food as a starting point for analysing the spiritual experiences of young children and the metaphor of ‘breaking bread’ is used. It is proposed that the concept of everyday spirituality informs the practice of teachers in each context and working with young children involves considering issues of equity, culture and well‐being.     

Harm,risk, and doping analogies: A counter-response to Kious

Brent Kious has objected to our previous criticism of his views on doping, maintaining that we, by and large, misrepresented his position. In this response, we strengthen our original misgivings, arguing that (1) his views on risk of harm in sport are either uncontroversially true (not inconsistent with the views of many doping opponents) or demonstrably false (attribute to doping opponents an overly simplistic view), (2) his use of analogies (still) indicates an oversimplification of many issues surrounding the question of doping in sports, and (3) his doping analogies are insufficiently precise to support his conclusions.     

Prospective Technology Assessment of Synthetic Biology: Fundamental and Propaedeutic Reflections in Order to Enable an Early Assessment

Synthetic biology is regarded as one of the key technosciences of the future. The goal of this paper is to present some fundamental considerations to enable procedures of a technology assessment (TA) of synthetic biology. To accomplish such an early “upstream” assessment of a not yet fully developed technology, a special type of TA will be considered: Prospective TA (ProTA). At the center of ProTA are the analysis and the framing of “synthetic biology,” including a characterization and assessment of the technological core. The thesis is that if there is any differentia specifica giving substance to the umbrella term “synthetic biology,” it is the idea of harnessing self-organization for engineering purposes. To underline that we are likely experiencing an epochal break in the ontology of technoscientific systems, this new type of technology is called “late-modern technology.” —I start this paper by analyzing the three most common visions of synthetic biology. Then I argue that one particular vision deserves more attention because it underlies the others: the vision of self-organization. I discuss the inherent limits of this new type of late-modern technology in the attempt to control and monitor possible risk issues. I refer to Hans Jonas’ ethics and his early anticipation of the risks of a novel type of technology. I end by drawing conclusions for the approach of ProTA towards an early societal shaping of synthetic biology.     

A Utility Based Evaluation of Logico-probabilistic Systems

Systems of logico-probabilistic (LP) reasoning characterize inference from conditional assertions interpreted as expressing high conditional probabilities. In the present article, we investigate four prominent LP systems (namely, systems O, P, Z, and QC) by means of computer simulations. The results reported here extend our previous work in this area, and evaluate the four systems in terms of the expected utility of the dispositions to act that derive from the conclusions that the systems license. In addition to conforming to the dominant paradigm for assessing the rationality of actions and decisions, our present evaluation complements our previous work, since our previous evaluation may have been too severe in its assessment of inferences to false and uninformative conclusions. In the end, our new results provide additional support for the conclusion that (of the four systems considered) inference by system Z offers the best balance of error avoidance and inferential power. Our new results also suggest that improved performance could be achieved by a modest strengthening of system Z.     

Medical Education and Disability Studies

The biomedicalist conceptualization of disablement as a personal medical tragedy has been criticized by disability studies scholars for discounting the difference between disability and impairment and the ways disability is produced by socio-environmental factors. This paper discusses prospects for partnerships between disability studies teaching/research and medical education; addresses some of the themes around the necessity of critical disability studies training for medical students; and examines a selection of issues and themes that have arisen from disability education courses within medical schools globally. The paper concludes that providing there is a commitment from senior management, universities are well positioned to apply both vertical and horizontal approaches to teaching disability studies to medical students.     

The perceived autonomy support scale for exercise settings (PASSES): Development,validity, and cross-cultural invariance in young people

Objective: The study aimed to develop a perceived autonomy support scale for exercise settings (PASSES) in young people.Design: Cross-sectional questionnaire survey.Methods: In Study 1,432 school pupils responded to an initial pool of perceived autonomy support items with physical education (PE) teachers as the source of support. The validity of the initial factor structure of the PASSES was evaluated using confirmatory factor analysis. In Study 2, three versions of the PASSES were developed measuring perceived autonomy support from three sources: PE teachers, parents, and peers. British (N=210), Estonian (N=268), and Hungarian (N=235) school pupils completed each version. The proposed model of perceived autonomy support established in Study 1 was tested for structural invariance and mean differences across the three cultures.Results: In Study 1, the deletion of items contributing to model misspecification produced a final 12-item PASSES which exhibited acceptable fit with the data. The perceived autonomy support factor also demonstrated discriminant and convergent validity with regulation styles from the perceived locus of causality. In Study 2, the hypothesized model exhibited acceptable goodness-of-fit statistics in all samples and for all sources. The structure of the model was found to be invariant across the cultural groups for each source. Contrary to hypotheses, mean levels of perceived autonomy support from parents and peers were found to be higher in Estonian participants relative to their British and Hungarian counterparts.Conclusion: Results support the use of the PASSES as a valid measure of perceived autonomy support in exercise settings for three different sources in young people.     

Preventing extremism through education: exploring impacts and implications of counter-radicalisation efforts

ABSTRACT

The counter-radicalisation efforts that have swept through much of the world seem to have placed schools and universities at the forefront of global counterterrorism. In this article, we review research to explore the impacts and implications of preventing radicalisation and violent extremism through education. We synthesised themes from the literature in relation to intervention models that differentiate between primary, secondary and tertiary prevention levels, in order to embrace the heterogeneity and complexity of radicalisation issues. Research is at an early stage in trying to make sense of the ‘causes and cures’ of radicalisation in the context of young people and education; yet our review suggests that educators should approach prevention through humanistic, relational and inclusive pedagogics. However, counter-radicalisation efforts tend to result in the use of ‘harder’ prevention strategies, which can have quite negative impacts on education. Although scholarly output is growing, effectiveness evidence on these issues remains weak. More consideration should be given to study how the counter-radicalisation discourse is merged with education, and with what consequences.     

Feminists Healing Ethics

The field of ethics is enjoying a much-needed renaissance. Traditional theories and approaches are appropriately coming under fire, although not every new idea will stand time's test. Feminist thinking suggests that we at least emphasize the importance of women and their interests, focus on issues specially affecting women, rethink fundamental assumptions, incorporate feminist insights and conclusions from other areas, and be consistent with respect to our concerns about equality by paying attention to race and class.     

The validity of formal and informal personality assessments

Two recent articles by M. Burisch (1984, American Psychologist, 37, 214–227; 1984, Journal of Research in Personality, 18, 81–98) have presented data bearing on the traditional methods by which personality is assessed. Based on a review of selected empirical studies and analyses of new data, Burisch has concluded that (a) single-item global self-ratings generally yield greater coefficients of criterion validity than questionnaire measures of the same traits, and (b) most existing personality questionnaires can be shortened considerably without any consequent loss in validity. These conclusions stand in direct contrast to previous appeals by Epstein and others for the use of extensive aggregate measures of personality derived according to the axioms of psychometric theory. In response to Burisch, we describe measurement artifacts and strategies of test item selection that account for some of his conclusions and we reiterate the need for the application of conventional construct-based questionnaires in the assessment of personality.     

Ethics in Community-University-Artist Partnered Research: Tensions,Contradictions and Gaps Identified in an ‘Arts for Social Change’ Project

Academics from diverse disciplines are recognizing not only the procedural ethical issues involved in research, but also the complexity of everyday “micro” ethical issues that arise. While ethical guidelines are being developed for research in aboriginal populations and low-and-middle-income countries, multi-partnered research initiatives examining arts-based interventions to promote social change pose a unique set of ethical dilemmas not yet fully explored. Our research team, comprising health, education, and social scientists, critical theorists, artists and community-activists launched a five-year research partnership on arts-for-social change. Funded by the Social Science and Humanities Research Council in Canada and based in six universities, including over 40 community-based collaborators, and informed by five main field projects (circus with street youth, theatre by people with disabilities, dance for people with Parkinson’s disease, participatory theatre with refugees and artsinfused dialogue), we set out to synthesize existing knowledge and lessons we learned. We summarized these learnings into 12 key points for reflection, grouped into three categories: community-university partnership concerns (n?=?3), dilemmas related to the arts (n?=?5), and team issues (n?=?4). In addition to addressing previous concerns outlined in the literature (e.g., related to consent, anonymity, dangerous emotional terrain, etc.), we identified power dynamics (visible and hidden) hindering meaningful participation of community partners and university-based teams that need to be addressed within a reflective critical framework of ethical practice. We present how our team has been addressing these issues, as examples of how such concerns could be approached in community-university partnerships in arts for social change.