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211.
ObjectivesTo provide initial evidence for the construct, concurrent, and predictive validity of the Team-Referent Attributions Measure in Sport (the TRAMS).DesignCross-sectional in Studies 1 and 2, and multiple time points in Study 3.MethodStudy 1 required participants (N = 500) to complete the TRAMS for their “least successful” and “most successful” performances in the preceding three months. In Study 2, after performance, participants (N = 515) completed the TRAMS and the Causal Dimension Scale for Teams (CDS-T; Greenlees et al., 2005). Study 3 required participants (N = 165) to complete a measure of pre-competition collective-efficacy prior to performance (Day 1, Time 1), the TRAMS following performance (Day 1, Time 2), and a measure of subsequent collective-efficacy prior to subsequent performance (Day 7–9, Time 3).ResultsStudy 1 supported the factor structure of the TRAMS across least successful and most successful conditions. Study 2 provided further support for the factor structure of the TRAMS, together with evidence of concurrent validity with subscales of the CDS-T. Study 3 revealed, following team defeat, interactions between controllability and generalisability dimensions: Controllability had a significant effect upon subsequent collective-efficacy when causes of team defeat were also perceived to generalise across situations and/or across teams. Following team victory, stable attributions were positively associated with subsequent collective-efficacy.ConclusionsThis article provides initial evidence for the validity of the TRAMS and demonstrates for team-referent attributions the theoretical advantages of examining a broader conceptualisation of generalisability attributions and interactive effects of attributions. 相似文献
212.
In the present research, we sought to extend the 3 × 2 achievement goal model recently proffered in the school domain to the sport domain. We did so by conducting two studies focused on the development and initial validation of the 3 × 2 Achievement Goal Questionnaire for Sport (3 × 2 AGQ-S). Study 1 (n = 679), devised items for the questionnaire and demonstrated that data from the questionnaire nicely fit the proposed 3 × 2 model, showed a better fit to the 3 × 2 model than to alternative models, and indicated that each goal variable had good internal consistency. Study 2 again documented the strong psychometric properties of the measure, and additionally linked the goal variables to other constructs central to the achievement goal literature. The establishment of this measure allows extensive study of the 3 × 2 achievement goal model in the sport domain, and promises to yield deeper insights into the nature of achievement motivation in such contexts. 相似文献
213.
Kiara Jorgenson 《Dialog》2015,54(2):197-204
In today's Anthropocene, the reality of our growing global population, with its requirement of and strain upon the natural world, and our grave projected ecological outlook pose new challenges for Christian ethicists. How can both people and the earth flourish? Discussed within the context of theological and secular reflections on natural law, this article proposes one answer to such a question through a recasting of the human right to nature by way of a deep and wide understanding of vocation. Using Luther as a prototype who demonstrates the innate value of all life forms and offers an innovative working concept of vocation, it is here shown how an emphasis on vocation, when extended ecologically, can promote the option of life for all. 相似文献
214.
In this paper we analyse how the risks associated with research on transgenic plants are regulated in Sweden. The paper outlines
the way in which pilot projects in the plant sciences are overseen in Sweden, and discusses the international and national
background to the current regulatory system. The historical, and hitherto unexplored, reasons for the evolution of current
administrative and legislative procedures in plant science are of particular interest. Specifically, we discuss similarities
and differences in the regulation of medicine and plant science, and we examine the tendency towards dichotomizing risk —
focusing on social/ethical risks in medicine and biological risks in plant science. The context of this article is the Synpraxia
research project, an inter-disciplinary program combining expertise in sciences and the humanities. 相似文献
215.
Sweeney AE 《Science and engineering ethics》2006,12(3):435-464
Continuing advances in human ability to manipulate matter at the atomic and molecular levels (i.e. nanoscale science and engineering)
offer many previously unimagined possibilities for scientific discovery and technological development. Paralleling these advances
in the various science and engineering subdisciplines is the increasing realization that a number of associated social, ethical,
environmental, economic and legal dimensions also need to be explored. An important component of such exploration entails
the identification and analysis of the ways in which current and prospective researchers in these fields conceptualize these
dimensions of their work. Within the context of a National Science Foundation funded Research Experiences for Undergraduates
(REU) program in nanomaterials processing and characterization at the University of Central Florida (2002–2004), here I present
for discussion (i) details of a “nanotechnology ethics” seminar series developed specifically for students participating in
the program, and (ii) an analysis of students’ and participating research faculty’s perspectives concerning social and ethical
issues associated with nanotechnology research. I conclude with a brief discussion of implications presented by these issues
for general scientific literacy and public science education policy. 相似文献
216.
Fleischmann ST 《Science and engineering ethics》2006,12(2):381-389
An honor code is certainly a good place to start teaching engineering students about ethics, but teaching students to live
honorably requires far more effort than memorizing a code of ethics statement or applying it just to academic performance.
In the School of Engineering at Grand Valley State University, we have followed the model provided by the United States Military
Academy at West Point. For our students this involves an introduction to the Honor Code as part of a larger Honor Concept
at the very beginning of their studies and then making it an integral part of their preparation as engineers. The challenge
is significant because the culture at large does not support living with an Honor Concept. This paper will begin with a discussion
of the cultural context in which we must teach, because that context has changed significantly in the years since many faculty
members were students themselves. The rest of the paper will detail the approach that we have taken to teach ethics as an
engineer’s way of life.
“The shortest and surest way to live with honor in the world is to be in reality what we would appear to be. All human virtues
increase and strengthen themselves by the practice and experience of them.”
Plato
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
217.
Engineering ethics, individuals, and organizations 总被引:1,自引:0,他引:1
Davis M 《Science and engineering ethics》2006,12(2):223-231
This article evaluates a family of criticism of how engineering ethics is now generally taught. The short version of the criticism
might be put this way: Teachers of engineering ethics devote too much time to individual decisions and not enough time to social context. There are at least six version of this criticism, each corresponding to a specific subject omitted. Teachers of engineering
ethics do not (it is said) teach enough about: 1) the culture of organizations; 2) the organization of organizations; 3) the
legal environment of organizations; 4) the role of professions in organizations; 5) the role of organizations in professions;
or 6) the political environment of organizations. My conclusion is that, while all six are worthy subjects, there is neither
much reason to believe that any of them are now absent from courses in engineering ethics nor an obvious way to decide whether
they (individually or in combination) are (or are not) now being given their due. What we have here is a dispute about how
much is enough. Such disputes are not to be settled without agreement concerning how we are to tell we have enough of this
or that. Right now we seem to lack that agreement—and not to have much reason to expect it any time soon.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
218.
Tolloczko TS 《Science and engineering ethics》2006,12(1):95-102
Medicine is a scientific discipline, but it is sometimes difficult to separate what is scientific and what is a clinical,
practical activity. Man is the object, but he is always the subject of medical research and therefore these two elements become
closely bound together by a thread of moral interdependencies. Every mentor of a young academic and all institutions dealing
with the teaching of and research into medicine must understand multidimensional, multifaceted, and multilevel aspects of
their activity and give them due regard in the educational process. The educational mission of an academic institution and
of the teacher working there may be summed up in one phrase: Teach thinking! At the same time, the task of a school and the
individual mentor is to teach the student to distinguish personal freedom from a lack of the feeling of responsibility. The
medieval principle “Universitas magistrorum et scholarium”, and thus the corporation, the community of teachers and students,
has not lost any of its relevance and value today. The situation is, in its far-reaching consequences, tragic in which the
“insufficiently tutored teach”. Both physician and teacher, and especially physician-teacher, are not only professions, but
also callings.
This paper was presented at the 6th International Bioethics Conference on the subject of ‘The Responsible Conduct of Basic
and Clinical Research’, held in Warsaw, Poland, 3–4 June 2005. 相似文献
219.
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
220.
Dresser R 《Theoretical medicine and bioethics》2006,27(2):115-139
Pharmaceutical companies are major sponsors of biomedical research. Most scholars and policymakers focus their attention on
government and academic oversight activities, however. In this article, I consider the role of pharmaceutical companies’ internal
ethics statements in guiding decisions about corporate research and development (R&D). I review materials from drug company
websites and contributions from the business and medical ethics literature that address ethical responsibilities of businesses
in general and pharmaceutical companies in particular. I discuss positive and negative uses of pharmaceutical companies’ ethics
materials and describe shortcomings in the companies’ existing ethics programs. To guide employees and reassure outsiders,
companies must add rigor, independence, and transparency to their R&D ethics programs. 相似文献