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81.
In this article, the authors discuss problems and challenges of supervising postgraduate community psychology students at the University of the Witwatersrand, South Africa. As part of their community work, students developed community projects in schools in Alexandra Township, aimed at dealing with social ills such as HIV/AIDS, gangs, violence, substance abuse and teenage pregnancy. Students found community work to be extremely exhausting, stressful and demanding. Therefore, community psychology supervision became an important space in helping students to reflect on the experiences, anxieties and frustrations. This article discusses key themes that have emerged in community supervision, including gender, race and class issues. In conclusion, recommendations are provided on how to improve community psychology supervision based our experiences. Supervisors need to be proactive in helping students to reflect on their experiences and actively engage with some of the theoretical and practical issues that emerge in community work. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
82.
《Sport, Ethics and Philosophy》2013,7(3):295-312
This paper investigates philosophically the question of whether or not college and university athletes in the USA are doing something morally wrong should they terminate their college or university experience prior to graduation and enter the professional athletic ranks. Various moral arguments are brought to bear in order to attempt to shed light on this issue. One reason why such athletes ‘turn professional’ before they graduate is the perceived economic exploitation they experience as essentially underpaid workers earning much revenue for their respective institutions. But who is exploiting whom here? Is it just student athletes who are exploited by the system? I expand the reasoning about the exploitation of intercollegiate athletics to include not just student athletes, but their supporting colleges and universities. In the end, it is proposed that the National Collegiate Athletic Association and similar academically related athletic agencies should permit and encourage each of their constituent institutions as a matter of policy to protect themselves (and their supporting taxpayers, in the cases of public institutions) contractually from economic exploitation by professional sports franchises. Thus the question of student athletes leaving college for professional sports contracts has hidden beneath it questions of private professional sports franchises’ exploitation of the institutions with which such student athletes are affiliated. 相似文献
83.
Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering
without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit
into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University
of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL
(How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004–2005. This article introduces
the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being
revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress
towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective
system for engaging students in learning about professional responsibility.
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
84.
Using experiences at Memorial University of Newfoundland as a basis, this essay suggests that leadership should be an expectation of professional academics in all the categories of their work, namely teaching, research and service. The desirability of developing the leadership of service in particular is advanced as an appropriate expectation for faculty members career progress. Developing a general leadership ethos is both philosophically appropriate and practically advantageous in collegial organisations. 相似文献
85.
86.
In As far as possible: discovering our limits and finding ourselves (Barish and Vida, 1998), we struggled with the constraints of being two nice girls in the context of our individual professional identities as traditionally trained psychoanalysts. We were surprised to discover, through sharing with one another some painful, confusing, and even terrifying clinical experiences, how wedded we were to certain psychoanalytic conventions. It was not a pleasant discovery. What we had to face was the extent of our submissiveness to psychoanalytic theory, and of the cost to our authentic selves of that submissiveness. This daughter-paper is about our learning not to do what we were supposed to do. Its gestation has taken a form that we could not have anticipated, for, as we pursued the writing of this sequel, we seemed to get lost along the way. After working with this over a very long time, we can see now that the paper that was ultimately born, this paper, has functioned as a vehicle for us to experience ourselves in relation in an uncertain, mingling way, conscious and unconscious, trying not to be self-conscious and not defensive. This, we can also see, is how we approach the center of gravity, where our irreducible and irreconcilable tendencies are struggling to maintain a balance. And even more to the point, this paper is also a demonstration, a look at what developmental transformation is really like, the process to which we all give lip service, but hardly any of us ever pays attention to it in our real lives, and if we do, we never, never talk about it. 相似文献
87.
88.
Beyond impressionistic observations, little is known about the role and influence of scientific societies on research conduct.
Acknowledging that the influence of scientific societies is not easily disentangled from other factors that shape norms and
practices, this article addresses how best to study the promotion of research integrity generally as well as the role and
impact of scientific societies as part of that process. In setting forth the parameters of a research agenda, the article
addresses four issues: (1) how to conceptualize research on scientific societies and research integrity; (2) challenges and
complexities in undertaking basic research; (3) strategies for undertaking basic research that is attentive to individual,
situational, organizational, and environmental levels of analysis; and (4) the need for evaluation research as integral to
programmatic change and to assessment of the impact of activities by scientific societies.
This topic was initially discussed at the AAAS-Office of Research Integrity (ORI) meeting in Washington DC on the theme: “The
Role and Activities of Scientific Societies in Promoting Research Integrity” held on April 10–11, 2000.
Joyce Miller Iutcovich, PhD, is President of the Keystone University Research Corporation. 相似文献
89.
The nature of scientific societies’ relationships with their members limits their ability to promote research integrity. They
must therefore leverage their strengths as professional organizations to integrate ethical considerations into their ongoing
support of their academic disciplines. This paper suggests five strategies for doing so. 相似文献
90.
Diane M. McKnight 《Science and engineering ethics》1998,4(1):97-113
Formalizing shared ethical standards is an activity of scientific societies designed to achieve a collective goal of promoting
ethical conduct. A scientist who is faced with the choice of becoming a “whistleblower” by exposing misconduct does so in
the context of these ethical standards. Examination of ethics policies of scientific societies which are members of the Council
of Scientific Society Presidents (CSSP) shows a breadth of purpose and scope in these policies. Among the CSSP member societies,
some ethics policies chiefly present the ethical culture of the community in an educational context and do not have enforcement
procedures. Other policies are more comprehensive and include standards for certification, procedures for addressing ethical
issues, and established sanctions. Of the 36 member societies of CSSP that have developed a code or adopted a code of another
professional society, 18 specifically identified a responsibility to expose ethical misconduct, demonstrating an acknowledgment
of the possible critical role of the whistleblower in addressing ethical issues. Scientific societies may revise their ethics
codes based upon experience gained in addressing cases of ethical misconduct.
In most cases, the action of a whistleblower is the initial step in addressing an ethics violation; the whistleblower may
either be in the position of an observer or a victim, such as in the case of someone who discovers that his or her own work
has been plagiarized. The ethics committee of a scientific society is one of several possible outlets through which the whistleblower
can voice a complaint or concern. Ethical violations can include falsification, fabrication, plagiarism and other authorship
disputes, conflict of interest and other serious violations. Commonly, some of these violations may involve publication in
the scientific literature. Thus addressing ethical issues may be intertwined with a scientific society’s role in the dissemination
of new scientific results. For a journal published by a scientific society, the editor can refer at some point to the ethics
committee of the society. Whereas, in the case of a journal published by a commercial publisher, the editor may be without
direct support of the associated scientific community in handling the case. The association of a journal with a scientific
society may thus direct a whistleblower towards addressing the issue within the scientific community rather than involving
the press or talking to colleagues who may gossip. A formal procedure for handling ethics cases may also discourage false
accusers. Another advantage of handling complaints through ethics committees is that decisions to contact home institutions
or funding agencies can be made by the ethics committee and are not the responsibility of the whistleblower or the editor
of the journal. The general assessment is that the establishment of ethics policies, especially policies covering publication
in society journals, will promote a culture supportive of whistleblowers and discouraging to false accusers.
An earlier version of this paper was presented at the symposium entitled “Damned If You Do, Damned If You Don’t: What the
Scientific Community Can Do About Whistleblowing” held during the Annual Meeting of the American Association for the Advancement
of Science, Seattle, Washington, 15 February, 1997. 相似文献