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991.
Based on worldwide consultations with experts in science and ethics the revised CIOMS 2002 International Ethical Guidelines
for Biomedical Research Involving Human Subjects provide guidance on when the use of placebo as a comparator in clinical research
is ethically acceptable. The article reviews the main points of the CIOMS Guidelines and commentaries including the use of
placebo in situations where the best current method is available and the relation of placebo to established effective intervention.
It discusses the use of placebo in externally sponsored research in low-resource countries and requirements for informed consent
related to placebo studies.
An earlier version of this paper was presented at an international conference, “Placebo: Its Action and Place in Health Research
Today,” held in Warsaw, Poland on 12–13 April, 2003. 相似文献
992.
Elder KE 《Science and engineering ethics》2004,10(2):325-336
As a result of in-house discussions stimulated by previous Gonzaga engineering ethics conferences, Coffman Engineers began
the implementation of what is to be a company-wide ethics training program. While preparing a curriculum aimed at consulting
engineers, we found very little guidance as to how to proceed with most available literature being oriented towards the academic
environment. We consulted a number of resources that address the teaching of engineering ethics in higher education, but questioned
their applicability for the Consulting Engineering environment. This lack of guidance led us to informal research into the
ethical knowledge and attitudes of both consulting engineers and engineering students. Some of our findings were unexpected,
and suggest that a simpler approach to teaching ethics to working professionals might be preferred to that typically promoted
in higher education.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
993.
大学生心理健康教育教学模式的构建与实践研究 总被引:9,自引:0,他引:9
采用自然教学实验法,探索提高大学生心理健康水平的有效途径与教学模式。结果表明(1)开设心理健康教育课程并辅以心理咨询是眼下提高大学生心理健康水平的有效措施之一;(2)不同系科心理健康教育的效果不同,心理健康教育课程应根据学生的个别差异有针对性地进行;(3)大学生心理健康教育课程的教学模式为“面上集中释疑,线上互相解疑,点上个别辅导”。 相似文献
994.
995.
Dreifuss G 《The Journal of analytical psychology》2003,48(3):383-391
This paper is a reflection on the significance of 80 years of my life and the 40 years of it I have spent working as a Jungian analyst in Europe and in Israel. If my Jewish identity and my experience of the tragic events of the Holocaust have profoundly influenced the course of my life, it has been my training as a Jungian analyst in Zürich that permitted me to establish a new relationship with the traditional Jewish symbols and created the possibility of a new way of experiencing what it means to be a Jew. This new understanding has in turn helped me both in my work with Holocaust survivors and victims of Israel's various wars and in my theoretical reflections on this subject. 相似文献
996.
In an effort to build interest in the two-year old service learning center and to fulfill its mission to integrate academic life with service in thoughtful and relevant ways, a competition was held to award developmental grants to faculty to create innovative courses incorporating service learning. The winning proposal from the business school used a business ethics course as the vehicle for formally introducing service into the business curriculum. This paper will tell the story of the intended and unintended consequences of building collaboration on several levels: between generations, between college and community, between faculty and college resources, between student teams, and between theory and practice. 相似文献
997.
Garrath Williams 《Ethical Theory and Moral Practice》2003,6(4):427-445
This paper looks at judgments of guilt in the face of alleged wrong-doing, be it in public or in private discourse. Its concern is not the truth of such judgments, although the complexity and contestability of such claims will be stressed. The topic, instead, is what sort of activities we are engaged in, when we make our judgments on others' conduct. To examine judging as an activity it focuses on a series of problems that can occur when we blame others. On analysis, we see that these problems take the form of performative contradictions, so that the ostensible purposes of assigning guilt to others are undermined.There is clear evidence from social psychology that blame is especially frequently and inappropriately attributed to individuals in modern Western societies. On the other hand, it has often been observed how suspicious we are about the activity of judging – thus a widespread perception that a refusal to judge is somehow virtuous. My suggestion is that the sheer difficulty of attributions of responsibility, in the face of a complex and often arbitrary moral reality, frequently defeats us. This leads to a characteristic set of distortions when we blame, so that it is no surprise that we have become suspicious of all blaming activities.Yet, the paper argues, these problems need not arise when we hold others responsible. This paper therefore investigates what, exactly, can be questionable about attempts to assign guilt, and the structural logic that lies behind these problems – what will be called, adapting a term from social psychology, a belief in a just world. Such a belief takes for granted what needs to be worked for through human activity, and therefore tends to be counter-productive in dealing with misdeeds and adverse outcomes. 相似文献
998.
999.
Studies in Philosophy and Education - School reforms in the late 19th century, mirroring larger social, economic, and political changes in American society, account für the permanent lodging... 相似文献
1000.
Citizenship education is a complex matter, and not least the place of civic virtues in it. This is illustrated by a consideration of the civic virtue of gratitude. Two conceptions of gratitude are explored. Gratitude seen as a debt is examined and Kants exposition of it, including his objections to a persons getting himself into the position where he has to show gratitude as a beneficiary, is explored. An alternative conception of gratitude as recognition is developed. This, it is claimed, has more relevance to the kind of gratitude it would be appropriate for citizens of a democratic state to feel. The educational implications of these views are indicated. 相似文献