Collaborative learning in engineering ethics

This paper discusses collaborative learning and its use in an elective course on ethics in engineering. Collaborative learning is a form of active learning in which students learn with and from one another in small groups. The benefits of collaborative learning include improved student performance and enthusiasm for learning, development of communication skills, and greater student appreciation of the importance of judgment and collaboration in solving real-world problems such as those encountered in engineering ethics. Collaborative learning strategies employed in the course include informal small group discussions/problem solving, role-playing exercises, and cooperative student group projects, including peer grading. Student response to these techniques has been highly favorable. Realizing the benefits of collaborative learning is a challenge to both teachers, who must give up some control in the classroom, and students, who must be willing to take greater responsibility for their learning. An earlier version of this paper was presented by the author at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9, 1997 The author teaches courses in Science, Technology and Society and is Director of the Benjamin Franklin Scholars Program, a dual-degree program in engineering and humanities/social sciences.     

Changes in feeding and foraging patterns as an antipredator defensive strategy: a laboratory simulation using aversive stimulation in a closed economy.

The effects of the risk of electric shock on the meal patterns of rats living in an operant chamber were investigated. Rats could obtain food by working on a response lever that provided reinforcement according to chained fixed-ratio continuous reinforcement schedules that allowed the animals control over meal size. Using a two-compartment operant chamber with a safe nesting area and manipulanda area with a grid floor, shock could be correlated with responding on the schedule. Shocks (less than or equal to 1.25 per hour) were scheduled to occur randomly throughout the day, independent of the rat's behavior. Shock caused a reorganization of meal patterns such that the animals took less frequent but larger meals. This pattern reduced the time the animals spent at risk without compromising caloric balance. Similar changes in feeding pattern were obtained in both hooded and albino rats. Exposure to shock in a separate chamber did not produce these behavioral modifications. The magnitude of shock-induced alterations of meal patterns was greater with chained fixed-ratio 90 continuous reinforcement than with chained fixed-ratio 10 continuous reinforcement. Additionally, the rats seemed to be able to reduce food intake but increase caloric efficiency, such that the reduced food intake did not have deleterious effects on maintenance of body weight. These behavioral modifications reduced the number of shocks received from that which would have been expected if meal pattern changes had not occurred. We suggest that this technique may provide a useful laboratory simulation of the impact that the risk of predation has on foraging behavior.     

TEACHER POPULARITY AND CONTRAST EFFECTS IN A CLASSROOM TOKEN ECONOMY

There is a common fear that the use of a token economy in one classroom might harm pupil performance in situations where the contingencies are not in effect. This study investigated potential contrast effects on measures of children's productivity and attitudes toward teachers. Six children with reading deficits participated. A multiple baseline design was used to assess the effects of a token economy which was systematically introduced across three teachers. Dependent measures included two rating forms of teacher popularity and work rate on a programmed reading series. The results indicated that the token system was effective in increasing the children's productivity and that no consistent behavioral contrast effects occurred. Furthermore, children's attitudes toward teachers did not appear to be influenced by the token economy until only one teacher was not delivering tokens. At this point, her popularity declined until she also delivered tokens. The token economy manipulation appeared to have a specific, desirable effect on the targeted behavior (i.e., work rate) and had minimal negative or positive “side effects” on teacher popularity.     

Lick-trading by rats: on the substitutability of dry, water, and saccharin tubes.

Thirsty rats licked two metal tubes: a water tube paired with another water tube, with saccharin, or with a dry tube. For each pair, a multipoint baseline function was measured by offering free access to one tube throughout each session, and free or restricted access to the other. The three resulting baseline functions showed the members of each pair to be mutual substitutes: When access to either tube was restricted, the rats made more licks at the other. A linear function identified the two water tubes as perfect substitutes. Convex functions identified the members of the saccharin-water and the dry-water pair as imperfect substitutes. Each pair was also tested under several reciprocal fixed-ratio schedules that required instrumental licking of either tube for contingent access to the other. The resulting schedule functions showed the members of each pair to be perfect substitutes: Water licks decreased linearly as licks at the other water tube, the saccharin, or the dry tube increased, in agreement with a conservation model of instrumental performance. Baseline and schedule functions, indistinguishable in the water-water pair, indicated a schedule facilitation of dry-tube licking in the dry-water pair and of water-tube licking in the saccharin-water pair.     

Spaces of the Religious Economy: Negotiating the Regulation of Religious Space in Singapore

Over the past three decades, the theory of religious economy has been established, applied, debated, developed, and rejected. It has proven to be as divisive as any "general theory" of religion should be, and yet its core tenets continue to engage and unite scholars around the world. In response to broader shifts within the sociology of religion, this article reframes religious economy by advancing a spatial approach to its theorization. A spatial approach can help develop new perspectives on the regulation of religion, and the resistant agency of religious groups. With a focus on the "secular monopoly" of Singapore, it demonstrates how the restricted supply of land for religious purposes increases competition between religious groups. To overcome restrictions, religious groups pursue strategies of spatial and organizational boundary crossing. This has led to the closer regulation of space, and highlights the recursive interplay between the regulation and praxis of religion in Singapore.     

Global Economy,Justice and Sustainability

Although this paper attends to some extent to the question whether the global economy promotes or impedes either justice or sustainability, its main focus is on the relationship between justice and sustainability. Whilst sustainability itself as a normative goal is about sustaining inter alia justice, justice itself requires intergenerationally the sustaining of the conditions of a good life for all. At the heart of this is a conception of justice as realising the basic rights of all–in contrast to a more demanding distributive principle or a less demanding principle of not violating the liberty rights or other basic rights of others. Although Pogge’s analysis that the global economy causes harm by failing to realise basic rights is seen as a useful challenge to common libertarian assumptions, the acceptance of other positive correlative duties, following Shue, is advocated. Insofar as the global economy fails to realise basic justice, the question is ‘how far can it realistically be changed?’ and this is a function partly of the moral attitudes of individuals at large.     

Guard dogs of perception: the corporate takeover of science

The belief that science is "a driver of growth in the knowledge economy" has led in recent decades to increasing encouragement by government of the involvement of industry and of commerce in the sponsorship and direction of research in universities, and to the increasing influence of industrial representatives on advisory panels associated with the publicly funded scientific research councils. By extending the doctrine of commercial confidentiality into university laboratories, inconvenient findings have been suppressed, and both free endeavour and free speech undermined. This has narrowed our scientific horizons and compromised government advisors. It is argued that scientific freedom is a guarantor of our wider liberties. Science, which tells us who we are and how we can live better, is being distorted so twisting our understanding of the ways in which we might progress, shutting off alternatives to existing models of development. Business now stands as a guard dog at the gates of perception. Only the inquiries which suit its needs are allowed to pass.     

Leaving patches: effects of economy, deprivation, and session duration

Three pigeons pecked keys for food reinforcers in a laboratory analogue of foraging in patches. Half the patches contained food (were prey patches). In prey patches, pecks to one key occasionally produced a reinforcer, followed by a fixed travel time and then the start of a new patch. Pecks to another key were exit responses, and immediately produced travel time and then a new patch. Travel time was varied from 0.25 to 16 s at each of three session durations: 1, 4, and 23.5 hr. This part of the experiment arranged a closed economy, in that the only source of food was reinforcers obtained in prey patches. In another part, food deprivation was manipulated by varying postsession feeding so as to maintain the subjects' body weights at percentages ranging from 85% to 95% of their ad lib weights, in 1-hr sessions with a travel time of 12 s. This was an open economy. Patch residence time, defined as the time between the start of a patch and an exit response, increased with increasing travel time, and consistently exceeded times predicted by an optimal foraging model, supporting previously published results. However, residence times also increased with increasing session duration and, in longer sessions, consistently exceeded previously reported residence times in comparable open-economy conditions. Residence times were not systematically affected by deprivation levels. In sum, the results show that the long residence times obtained in long closed-economy sessions should probably be attributed to session duration rather than to economy or deprivation. This conclusion is hard to reconcile with previous interpretations of longer-than-optimal residence times but is consistent with, in economic terms, a predicted shift in consumption towards a preferred commodity when income is increased.     

Encoding and Maintaining Reference in Oral Discourse

This study deals with information management and reference encoding modes in oral discourse production. Three potentially influential factors were the distance between the first occurrence of an item and its later occurrences, a topic change that takes the focus off that item, and the span of the conceptual information available for verbalization. French-speaking adult subjects were asked to tell stories from comic strips to a listener who was unfamiliar with them. The frames in each strip were presented simultaneously or in succession. Four versions were generated for each comic strip: a given version was either short (three frames) or long (eight frames), and either did or did not have a topic change. The results showed that the target character was usually marked as a given, regardless of the version. This was more often true, however, when the topic did not change. When the character was treated as a given, referent accessibility marking was dependent on (1) topic change alone when the frames were presented simultaneously, and (2) topic change and comic strip length when the frames were presented in succession. The discussion analyzes the results in terms of the allocation of cognitive resources to maintaining coreference and to assisting addressees in their processing.     

A TOKEN SYSTEM FOR A CLASS OF UNDERACHIEVING HYPERACTIVE CHILDREN

Using a BAB design, a token system requiring cooperative interaction was used to change the reading and vocabulary performance of an 18-member class of third-grade hyperactive boys. Four different colored tokens, which could be exchanged for 15 minutes of play on electrovideo games, were earned by successful completion of two tasks that involved learning to read and to use new vocabulary words in sentences, and two tasks in which the student served as a proctor to a student who had not yet completed those tasks. The mean number of tasks completed during the intervention periods rose to over nine times the number completed during reversal. Additionally, the average completion rate for the school district's standardized weekly reading level examinations rose from four to eight fold during the token conditions. All 18 students responded to the token program by increasing their academic performance.