Teaching ethics: More than an honor code

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.     

Engineering ethics, individuals, and organizations

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.     

Distribution-free tests of stochastic dominance for small samples

One variable is said to “stochastically dominate” another if the probability of observations smaller than x is greater for one variable than the other, for all x. Inferring stochastic dominance from data samples is important for many applications of econometrics and experimental psychology, but little is known about the performance of existing inferential methods. Through simulation, we show that three of the most widely used inferential methods are inadequate for use in small samples of the size commonly encountered in many applications (up to 400 observations from each distribution). We develop two new inferential methods that perform very well in a limited, but practically important, case where the two variables are guaranteed not to be equal in distribution. We also show that extensions of these new methods, and an improved version of an existing method, perform quite well in the original, unlimited case.     

CBL、PBL及Seminar结合的立体教学模式的应用和思考——临床医学八年制呼吸科床旁教学实践中的应用

临床医学八年制内科学床旁教学应用传统的教学模式及基于案例的学习（CBL）单一教学方法难以满足教学要求.将CBL与基于问题的学习（PBL）及研讨会（Seminar）结合的立体教学模式应用于呼吸科的床旁教学实践中,激发了学生学习的积极性、创新性,培养了学生良好的团队合作精神和临床思维模式,提高了学生们解决临床问题的能力,并能加深师生互动交流,达到教学相长的目的.     

医学教育发展的困局与突破

受“大跃进”思维模式影响,我国高等教育由精英化快速过渡到大众化,医学教育呈现出急剧膨胀的发展态势,在教育理念、培养体系、办学模式、学制结构、专业设置、教育质量等方面出现了许多新情况、新问题,陷入了发展困局.面对困局必须更新教育观念,加强统筹协调,推动医学教育科学发展.     

A Test of Order-Constrained Hypotheses for Circular Data With Applications to Human Movement Science

Researchers studying the movements of the human body often encounter data measured in angles (e.g., angular displacements of joints). The evaluation of these circular data requires special statistical methods. The authors introduce a new test for the analysis of order-constrained hypotheses for circular data. Through this test, researchers can evaluate their expectations regarding the outcome of an experiment directly by representing their ideas in the form of a hypothesis containing inequality constraints. The resulting data analysis is generally more powerful than one using standard null hypothesis testing. Two examples of circular data from human movement science are presented to illustrate the use of the test. Results from a simulation study show that the test performs well.     

Strategy instruction for writing composition at school and at home

Abstract

The objectives of this study are 1) to analyze the effectiveness of a writing composition intervention program aimed to increase children's writing performance and other personal variables; 2) to analyze whether implementation in the environment (school and home) or responsible figures (parents and teachers) produced different effects in program effectiveness; and 3) to check whether increasing parental involvement in doing homework was sufficient to improve children's outcomes or whether prior family training is required to enable them to be efficient. The sample consisted of 112 students (5th-6th grade) and their families. 26 of them made up the EFP group (mothers implementing a writing program), 25 of them were assigned to the PAD group (mothers increasing help with writing homework), 35 to the PRO group (teachers applying a writing program) and 26 to the OC group (ordinary curriculum). We analyze the results and present and discuss our conclusions.     

Administering Quantitative Instruments With Qualitative Interviews: A Mixed Research Approach

The authors demonstrate how collecting quantitative data via psychometrically sound quantitative instruments during the qualitative interview process enhances interpretations by helping researchers better contextualize qualitative findings, specifically through qualitative dominant crossover mixed analyses. They provide an example of this strategy, whereby a baseline was established using a quantitative scale and normative data to help interpret qualitative interviews, resulting in what they call a mixed methods interview. Philosophical and practical implications are discussed.     

Of “sleep and dream: A psychoanalytic essay' by Joyce McDougall (discussion)

Abstract

The author describes experiences gathered during several years of teaching psychodynamic psychotherapy with psychologists and psychiatrists within a 2-year-training programme in Shanghai, China. Questions and problems of the reception of psychoanalysis – shame, sexuality, harmony, abstinence – as well as the possibilities and limitations of exporting psychoanalysis are discussed. The possible future development of psychoanalysis in China is also outlined.     

Data Collection in a Flat World: The Strengths and Weaknesses of Mechanical Turk Samples

Mechanical Turk (MTurk), an online labor system run by Amazon.com, provides quick, easy, and inexpensive access to online research participants. As use of MTurk has grown, so have questions from behavioral researchers about its participants, reliability, and low compensation. In this article, we review recent research about MTurk and compare MTurk participants with community and student samples on a set of personality dimensions and classic decision‐making biases. Across two studies, we find many similarities between MTurk participants and traditional samples, but we also find important differences. For instance, MTurk participants are less likely to pay attention to experimental materials, reducing statistical power. They are more likely to use the Internet to find answers, even with no incentive for correct responses. MTurk participants have attitudes about money that are different from a community sample's attitudes but similar to students' attitudes. Finally, MTurk participants are less extraverted and have lower self‐esteem than other participants, presenting challenges for some research domains. Despite these differences, MTurk participants produce reliable results consistent with standard decision‐making biases: they are present biased, risk‐averse for gains, risk‐seeking for losses, show delay/expedite asymmetries, and show the certainty effect—with almost no significant differences in effect sizes from other samples. We conclude that MTurk offers a highly valuable opportunity for data collection and recommend that researchers using MTurk (1) include screening questions that gauge attention and language comprehension; (2) avoid questions with factual answers; and (3) consider how individual differences in financial and social domains may influence results. Copyright © 2012 John Wiley & Sons, Ltd.