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Resolving Ethical Dilemmas in Management: Experimental Investigations of Values, Accountability, and Choice 总被引:3,自引:0,他引:3
Arthur P. Brief Janet M. Dukerich Lucinda I. Doran 《Journal of applied social psychology》1991,21(5):380-396
Hypotheses regarding the effects of personal values and accountability on the resolution of ethical dilemmas in management were formulated and tested experimentally with a sample of 135 M.B.A. students. Personal values were found to be related to how subjects chose to resolve an ethical dilemma presented to them; but, as expected, this relationship did not hold when subjects were made to feel accountable to another for their choices. Accountability, unexpectedly, however, did not have a main effect on choices. This lack of an effect tentatively was attributed to the inexplicitness of the accountability manipulations. In a second and third experiment, support for the importance of explicitness in accountability research was obtained. The theoretical and practical implications of the findings from all three experiments were discussed. 相似文献
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Using a collective case study ethnographic approach, nine individuals comprising three Mexican American families were interviewed about their family bereavement experiences after the death of a child. All families were Catholic, had surviving siblings, and had had three or more years to grieve their loss when interviewed. The deceased children ranged in age from 3 to 14, and all experienced sudden, traumatic, nonsuicide deaths. To provide a broader, contextual picture of their grief experiences, four individuals who supported these family members after the loss were also interviewed. Unique grief experiences were identified, and eight common themes emerged, reflecting the ways in which family members maintained their bond to the deceased: dreams, storytelling, keepsakes, sense of presence, faith-based connections, proximity connections, ongoing rituals, and pictorial remembrances. The cultural implications of family bereavement are highlighted. 相似文献
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This study assessed the relation between religious involvement and multiple indices of competence in 183 eighth- and ninth-grade Indonesian Muslim adolescents (M = 13.3 years). The authors assessed spirituality and religiosity using both parent and adolescent reports, and social competence and adjustment using multiple measures and data sources. Structural equation modeling analyses revealed that parent and adolescent reports of religiosity and spirituality yielded a single religious involvement latent variable that was related to peer group status, academic achievement, emotional regulation, prosocial behavior, antisocial/problem behavior, internalizing behavior, and self-esteem. The consistency of relations between religious involvement and competence may be in part attributable to the collectivist context of religion in West Java, Indonesia, within which people exhibit strong beliefs in Islam and religion permeates daily life. 相似文献
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E Charles Mace Nancy A. Neef Doran Shade Benjamin C. Mauro 《Journal of applied behavior analysis》1996,29(1):11-24
Students with learning difficulties participated in two studies that analyzed the effects of problem difficulty and reinforcer quality upon time allocated to two sets of arithmetic problems reinforced according to a concurrent variable-interval 30-s variable-interval 120-s schedule. In Study 1, high- and low-difficulty arithmetic problems were systematically combined with rich and lean concurrent schedules (nickels used as reinforcers) across conditions using a single-subject design. The pairing of the high-difficulty problems with the richer schedule failed to offset time allocated to that alternative. Study 2 investigated the interactive effects of problem difficulty and reinforcer quality (nickels vs. program money) upon time allocation to arithmetic problems maintained by the concurrent schedules of reinforcement. Unlike problem difficulty, the pairing of the lesser quality reinforcer (program money) with the richer schedule reduced the time allocated to that alternative. The magnitude of this effect was greatest when combined with the low-difficulty problems. These studies have important implications for a matching law analysis of asymmetrical reinforcement variables that influence time allocation. 相似文献
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Philosophical Studies - I argue that the main existing accounts of the relationship between the beauty of environmental entities and their moral standing are mistaken in important ways. Beauty does... 相似文献
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The role of eye fixations in concentration and amplification effects during multiple object tracking
When tracking spatially extended objects in a multiple object tracking task, attention is preferentially directed to the centres of those objects (attentional concentration), and this effect becomes more pronounced as object length increases (attentional amplification). However, it is unclear whether these effects depend on differences in attentional allocation or differences in eye fixations. We addressed this question by measuring eye fixations in a dual-task paradigm that required participants to track spatially extended objects, while simultaneously detecting probes that appeared at the centres or near the endpoints of objects. Consistent with previous research, we observed concentration and amplification effects: Probes at the centres of objects were detected more readily than those near their endpoints, and this difference increased with object length. Critically, attentional concentration was observed when probes were equated for distance from fixation during free viewing, and concentration and amplification were observed without eye movements during strict fixation. We conclude that these effects reflect the prioritization of covert attention to particular spatial regions within extended objects, and we discuss the role of eye fixations during multiple object tracking. 相似文献
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Angie Doran 《Psychodynamic Practice》2013,19(1):22-37
I am currently engaged in an A Space 1 /University of Essex research study looking at the ways in which psychodynamic counselling can best meet the needs of young people accessing therapy in the school setting. As part of the study, I have looked at the main outcome measures used in work with adolescents in clinics, the community and voluntary sector and in education settings. In this article, I look at the process of assessment, including the use of written self-rating outcome measures with young people. I critically review a selection of these and reflect on their application in practice. I go on to consider how collaborative written assessment procedures may be more appropriate for use by psychodynamic therapists working with school-based clients, given the challenges of delivering therapy in the education sector. 相似文献