This chapter contains sections titled: Professors and Students' Academic Lives: Authority and Autonomy The University Teaching Profession Implications and Extensions Conclusion.

This book is a comprehensive and unique text and reference in medical ethics. By far the most inclusive set of primary documents and articles in the field ever published, it contains over 100 selections. Virtually all pieces appear in their entirety, and a significant number would be difficult to obtain elsewhere. The volume draws upon the literature of history, medicine, philosophical and religious ethics, economics, and sociology. A wide range of topics and issues are covered, such as law and medicine, (...) truth-telling by the physician, research, population policy, genetics, abortion, dying, and individual rights in medical care. The selections span the centuries, beginning with material from the works of Hippocrates, continuing through Thomas Percival, John Stuart Mill, and Claude Bernard, down to modern commentators like Henry K. Beecher, Walsh McDermott, David L. Bazelon, Paul Freund, H. L. A. Hart, John Rawls, Paul Ramsey, Richard McCormick, Rashi Fein, and Bernard Barber. The text has eight major divisions, beginning with sections on the ethical dimensions of the physician-patient relationship in history; the moral bases of medical ethics; and regulation, compulsion, and protection of the consumer in clinical medicine and public health. Each of these sections includes key essays that appear for the first time. All of the book's major divisions contain primary documents: codes such as the Hippocratic Oath, Medieval Law for the Regulation of Medicine, and the first as well as the most recent code of the American Medical Association; court decisions, including those on Karen Quinlan and on abortion in the United States and West Germany; government documents such as the statement of the National Commission on the Protection of Human Subjects, the Tuskegee Syphilis Report, the British Parliamentary debate on euthanasia, and the Council of Europe on rights of the sick and dying; and various published guidelines such as the Harvard Medical School brain death criteria, the American Hospital Association on patient's rights, and Pope Pius XII on the prolongation of life. Cases that illustrate moral dilemmas are provided for discussion purposes. Each section is preceded by a succinct editor's introduction. The documents and essays are of practical value for practitioners and students in medicine, law, ethics, and counselling, and for individual patients and groups concerned with medical care. Through encompassing divergent viewpoints, the essays and primary documents were selected to encourage humane practices and deepen understanding of the multiple traditions that shaped and do shape the development of medicine. (shrink)

Postural instability marks a prevalent symptom of Parkinson’s disease. It often manifests in increased body sway, which is commonly assessed by tracking the Center of Pressure. Yet, in terms of postural control, the body’s Center of Mass, and not CoP is what is regulated in a gravitational field. The aim of this study was to explore the effect of early- to mid-stage PD on these measures of postural control in response to unpredictable visual perturbations. We investigated three cohorts: 18 patients (...) with early to mid-stage PD [Hoehn & Yahr stage ; 1.94 ± 0.70]; a group of 15 age-matched controls ; and a group of 12 young healthy adults. Participants stood on a force plate to track their CoP, while the movement of their entire body was recorded with a video-based motion tracking system to monitor their CoM. A moving room paradigm was applied through a head-mounted virtual reality headset. The stimulus consisted of a virtual tunnel that stretched in the anterior-posterior direction which either remained static or moved back and forth in an unpredictable fashion.We found differences in mean sway amplitude and mean velocities of CoP and CoM between the groups under both conditions, with higher MSA of CoP and CoM for PD and higher mean velocities of both variables for PD and ECT when compared with YCT. Visual perturbation increased mean CoP velocity in all groups but did not have effects on mean CoM velocity or MSA. While being significantly lower for the young adults, the net effect of visual perturbation on mean CoP velocity was similar between patients with PD and age-matched controls. There was no effect of the visual perturbation on mean CoM velocity for any of the groups.Our simultaneous assessment of CoP and CoM revealed that postural control is reflected differently in CoM and CoP. As the motion of CoM remained mostly unaffected, all groups successfully counteracted the perturbation and maintained their balance. Higher CoP velocity for PD and ECT revealed increased corrective motion needed to achieve this, which however was similar in both groups. Thus, our results suggest increased effort, expressed in CoP velocity, to be an effect of age rather than disease in earlier stages of PD. (shrink)

Artificial intelligence era challenges the use and functions of emotion in college students and the students’ college life is often experienced as an emotional rollercoaster, negative and positive emotion can affect the emotional outcomes, but we know very little about how students can ride it most effectively to increase their creativity. We introduce frustration tolerance as a mediator and emotion regulation as a moderator to investigate the mechanism of creativity improvement under negative emotion. Drawing on a sample of (...) 283 students from professional music colleges or music major in normal universities, we find that negative emotion are generally associated with a lower creativity, while frustration tolerance can mediate the relationship between negative emotion and creativity, but these effects depend on the emotion regulation. Cognitive reappraisal exerts a negative effect on the relationship between negative emotion and creativity, while expressive suppression has the opposite effect. Our study contributes to the literatures on student’s emotions and creativity in music education and to the emotion regulation literature. (shrink)

Despite the urgency of this issue, AI still struggles to represent social life. This article presents a comprehensive agent-based model that investigates status-power dynamics in groups. Kemper’s sociological status–power theory of social relationships, and a literature review on school children in middle youth, is its basis. The model allows us to investigate causation of the near-ubiquitous phenomenon that females have lower social status on average than males. Possible causes included in the model are children’s dispositional traits (kindness, beauty, and (...) physical power), schoolyard culture (social acceptability of fighting), behavioural strategy (amount of rough-and-tumble play) and the balance between public and dyadic sources of status. An agent-based model of a virtual schoolyard was created in which the children assemble in changing groups and mutually confer status. The status conferred upon a child modifies the status it holds. Rough-and-tumble is modelled as ambiguous: it is intended as a status conferral, but may be perceived as a power move. Running many trials of the model we found that in time, depending on the parameter settings, a gender-based status gap emerged. Rough-and-tumble play had more impact on emergent status differences than did physical power differences. Social acceptability of fighting also strongly moderated the resulting status gap. Placing more weight on dyadic relationship could alleviate status loss. All these model behaviours are in line with empirical findings of child behaviour studies at schools. They have face validity for social status issues in the adult world. We conclude from this that this kind of agent-based model merits use in studying the status–power dynamics of other issues in child behaviour, or indeed in social behaviour in general. (shrink)

The Franciscan William of Ockham (c.1285-c.1347) was the greatest theologian and philosopher of the first half of the fourteenth century. Spurred on by the activities of a papacy which he saw as destroying the very foundations of his Order, he devoted the last part of his life to examining the extent of papal power over Christians and its relationship to the secular government of people. On the Power of Emperors and Popes (1347) is his last work. Short, passionate and (...) lucid, it represents a distillation of his thought on these questions and forms an excellent and accessible introduction to his political thought as a whole. The extensive new annotations to the text bring to light the range of sources on which Ockham drew, while the new introduction places the work in its historical context and relates it to other works of medieval Franciscan political discourse. Translated here into English for the first time, the work will be of interest to all students and researchers in the field of medieval political thought. --the first English translation of Ockham's classic work, plus extensive new introduction, textual annotation, and bibliography --modern editorial apparatus connects the work with the whole body of Ockham's political thought --the new annotation provides historical and intellectual context and translations of Ockham's source references. (shrink)

Research on the effectiveness of case studies in teaching engineering ethics in higher education is underdeveloped. To add to our knowledge, we have systematically compared the outcomes of two case approaches to an undergraduate course on the ethics of technology: a detached approach using real-life cases and a challenge-based learning approach with students and stakeholders acting as co-creators. We first developed a practical typology of case-study approaches and subsequently tested an evaluation method to assess the students’ learning experiences and (...) outcomes and staff interpretations and operationalizations, seeking to answer three questions: Do students in the CBL approach report higher basic needs, motivation and competence development compared to their peers in the detached approach? What is the relationship between student-perceived co-creation and their basic needs, motivation and competence development? And what are the implications of CBL/CC for engineering-ethics teaching and learning? Our mixed methods analysis favored CBL as it best supported teaching and research goals while satisfying the students’ basic needs and promoting intrinsic motivation and communication competences. Competence progress in other areas did not differ between approaches, and motivation in terms of identified regulation was lower for CBL, with staff perceiving a higher workload. We propose that our case typology model is useful and that as a method to engage students as co-creators, CBL certainly merits further development and evaluation, as does our effectiveness analysis for engineering ethics instruction in general and for case-study approaches in particular. (shrink)

Understanding the influencing factors of cyberbullying is key to effectively curbing cyberbullying. Among the various factors, this study focused on the personal level of individual students and categorized the influencing factors of cyberbullying among college students into five sublevels, i.e., background, Internet use and social network habits, personality, emotion, and literacy related to digital citizenship. Then a questionnaire survey was applied to 947 Chinese college students. The results show that cyberbullying among Chinese college students are generally at a low level. (...) There are many factors influence cyberbullying. Specifically, at the personal background level, gender has a significant impact on cyberbullying and being cyberbullied. In terms of personal Internet use and social network habits, students’ average daily online time has no significant correlation with cyberbullying and being cyberbullied; however, the proportion of online non-learning time has a significantly positive correlation with cyberbullying, and the proportion of online learning/work time has a significant impact on being cyberbullied. At the personality level, the Big Five personality traits have varying degrees of correlation with and influence on cyberbullying and being cyberbullied. At the personal emotions level, students’ life satisfaction has a significantly negative correlation with cyberbullying and being cyberbullied while it only has a significant impact on being cyberbullied; the personal stress and empathetic concern aspects of empathy have a significantly positive correlation with cyberbullying and being cyberbullied among female students. At the literacy related to digital citizenship level, students’ understanding of and compliance with Internet etiquette have significantly negative impacts on cyberbullying; the ability to communicate and collaborate online and Internet addiction have significantly positive impacts on cyberbullying and being cyberbullied; the understanding of and compliance with relevant digital laws and regulations have significantly negative correlations with cyberbullying and being cyberbullied. Overall, college students’ digital citizenship level has a significantly negative correlation with cyberbullying but no significant correlation with being cyberbullied. Finally, analysis and suggestions were provided according to these statistical results and the effects of these factors on cyberbullying and being cyberbullied among college students, so as to help solve this problem and provide a new perspective for research in this field. (shrink)

This book presents a variety of discussions from different countries about regulations and applications of ethics in business practice. It demonstrates how Ethics, both in the world of business and in academic life, is consistently a central and unavoidable issue that institutions must devise new regulations on a regular basis to address. Given that applying such regulations becomes complicated in a global business landscape and that International companies have lost large amounts of revenues due to fraudulent activities, the book (...) provides insights for professionals in business world to teach, learn, apply, measure and report on companies' daily business. Business and Professional Ethics: Theories, Standards, and Analysis is essential reading for researchers and students in business schools around the world. (shrink)

Aims: Studies have shown the predictive effects of procrastination and self-regulation on wellbeing. However, little is known about the interactive effect between procrastination and self-regulation. This study explores whether self-regulation moderates the link between procrastination and wellbeing among British and Chinese young adults.Methods: This study adopted self-reported questionnaire survey among two hundred and sixty-five British and four hundred and seventy-five Chinese participants. SPSS and AMOS were used to test the moderation effect. Multi-group path analysis was used to (...) compare the two countries.Results: Data analysis shows that self-regulation was a significant moderator of the relationship between procrastination and life satisfaction in the Chinese sample but not in the British sample. Procrastination predicted low life satisfaction only among the Chinese students with low self-regulation.Discussion: This study indicates that the effects of procrastination on wellbeing could be changed at different levels of self-regulation. Cultural difference can be an important factor when investigating procrastination and its impacts. (shrink)

Existing regulation of end-of-life care is flawed. Problems include poorly-designed laws, policies, ethical codes, training, and funding programs, which often are neither effective nor helpful in guiding decision-making. This leads to adverse outcomes for patients, families, health professionals, and the health system as a whole. A key factor contributing to the harms of current regulation is a siloed approach to regulating end-of-life care. Existing approaches to regulation, and research into how that regulation could be (...) improved, have tended to focus on a single regulatory instrument (e.g., just law or just ethical codes). As a result, there has been a failure to capture holistically the various forces that guide end-of-life care. This article proposes a response to address this, identifying “regulatory space” theory as a candidate to provide the much-needed holistic insight into improving regulation of end-of-life care. The article concludes with practical implications of this approach for regulators and researchers. (shrink)

The Life of St AEthelwold is one of the most important and interesting sources for the history of Anglo-Saxon England and for the religious movements of western Europe in the tenth century. It was written around the year 1000 by Wulfstan of Winchester, who had been a student of AEthelwold; the Life, therefore, provides a firsthand account of the activities of the man who was the central force in the Benedictine reform movement of the later tenth century. (...) It also reveals the nature of AEthelwold's education and contacts with continental monasticism, and shows why Winchester became a focal point of late Anglo-Saxon culture. The present book, by two well-known authorities in the field of Anglo-Latin literature, provides the first critical edition of Wulfstan's Life. It is accompanied by a translation, extensive historical notes, and a substantial introduction which treats both Wulfstan and Aethelwold in the light of recent scholarly research. Appendices provide editions of other texts relevant to the study of AEthelwold, including a Latin Life by his pupil AElfric, some verses by a twelfth-century Ely poet, and a previously unprinted Middle English poem on the saint. This is a valuable edition of a major source, which will be welcomed by all students of Anglo-Saxon England. (shrink)

Product safety has always been one of the main problems in engineering ethics. At times it has been discussed as primarily a problem of engineering ethics. However the right to safety is one of the four fundamental consumer rights and so it is an important theme also in business ethics. At the same time the problem of product safety is inseparably connected with business effectiveness: how much can we spend on product safety without making our production unprofitable?Below we will present (...) a possible treatment of the safety problem in teaching business ethics to post-graduate industrial engineering students – as we deal with the problem in Tallinn Technical University. (shrink)

Background In August 2017, Chile lifted its complete ban on abortion by permitting abortion in three limited circumstances: 1) to save a woman’s life, 2) lethal fetal anomaly, and 3) rape. The new law allows regulated use of conscientious objection in abortion care, including allowing institutions to register as objectors. This study assesses medical and midwifery students’ support for CO, following legal reform. Methods From October 2017 to May 2018, we surveyed medical and midwifery students from seven universities located (...) in Santiago, Chile. Universities included 4 secular and 3 private religiously-affiliated universities; all offering medical degrees with a specialization in obstetrics and gynecology and five offering midwifery degrees. We used generalized estimating equations to identify characteristics associated with student support for CO, intentions to use CO to refuse to care for someone seeking abortion, and support for CO at the institutional level. Results 333 of the 413 eligible students who opened the survey, completed the questions on conscientious objection; 26% were seeking medical degrees with an ob-gyn specialty, 25% were seeking midwifery degrees, and 49% were seeking medical degrees and had not yet decided their specialty. While nearly all endorse requirements for conscientious objecting clinicians to inform and refer abortion-seeking patients, a minority would personally use conscientious objection to avoid caring for a patient seeking abortion. About half of religious-university students and one-fifth of secular-university students support objections at the institutional level. Conclusions Most students support the regulated use of CO which preserves patients’ access to abortion care. Religious-university student views on the use of conscientious objection in abortion care are discordant with those of their institutions which currently support institutional-level objections. (shrink)

The negative co‐variation of life‐history traits such as fecundity and lifespan across species suggests the existence of ubiquitous trade‐offs. Mechanistically, trade‐offs result from the need to differentially allocate limited resources to traits like reproduction versus self‐maintenance, with selection favoring the evolution of optimal allocation mechanism. Here I discuss the physiological (endocrine) mechanisms that underlie optimal allocation rules and how such rules evolve. The hormone testosterone may mediate life‐history trade‐offs due to its pleiotropic actions in male vertebrates. Conservation in (...) the actions of testosterone in vertebrates has prompted the ‘evolutionary constraint hypothesis,’ which assumes that testosterone signaling mechanisms and male traits evolve as a unit. This hypothesis implies that the actions of testosterone are similar across sexes and species, and only the levels of circulating testosterone concentrations change during evolution. In contrast, the ‘evolutionary potential hypothesis’ proposes that testosterone signaling mechanisms and male traits evolve independently. In the latter scenario, the linkage between hormone and traits itself can be shaped by selection, leading to variation in trade‐off functions. I will review recent case studies supporting the evolutionary potential hypothesis and suggest micro‐evolutionary experiments to unravel the mechanistic basis of life‐history evolution. BioEssays 29: 133–144, 2007. © 2007 Wiley Periodicals, Inc. (shrink)

It is widely agreed that China is experiencing a substantial transition toward modernization. However, both business behavior and day-to-day life in China are still greatly influenced and regulated by the traditional culture that has been embedded in Chinese society for thousands of years. Therefore, when studying social phenomena in China, researchers must take the indigenous cultural context into account. Focusing on the young generation in China, the authors explore the relationships between the most fundamental traditional concepts and various value (...) dimensions. Three hundred and thirty-two university students in Southeast China took part in the survey and data were analyzed with SPSS. The result might help both scholars and practitioners to better understand the contemporary Chinese culture. The discussion and implications are also offered. (shrink)

This exploration aims to solve the problems of imperfect psychological health education system and poor educational effects on college students. Here, ideological and political education is integrated with mental health education to investigate the role of collaborative intervention in guiding college students to resist negative emotions. First, an overview is offered of research on ideological and political education, mental health education, and negative emotions by the literature survey method. Moreover, a comprehensive investigation is also conducted on research objects, through the (...) questionnaire, to understand the current situation of negative emotions of college students. And finally, an intervention experiment is taken on the negative emotions of college students by combining ideological and political education with mental health education. The results show that after 10 weeks of intervention experiment by combining ideological and political education with mental health education, there are significant differences in depression, negative emotions, somatization symptoms, and interpersonal problems between the treatment group and the control group. Besides, there are significant differences in depression, negative emotions, somatization symptoms, and interpersonal problems between sophomores in the treatment group and the control group. Moreover, there are significant differences in depression, negative emotions, somatization symptoms, and interpersonal problems between male participants in the treatment group and the control group. In summary, ideological and political education integrated with mental health education has a positive guidance effect on the negative emotions of college students, greatly improving the negative emotions of the students, helping the students to regulate their emotions, and benefiting their study and life a lot. The purpose of integrating ideological and political education with mental health education is to provide reference for refining the mental health education system of college students and strengthening the positive guidance of negative emotions of college students. (shrink)

There is currently little empirical information about attitudes towards cognitive enhancement - the use of pharmaceutical drugs to enhance normal brain functioning. It is claimed this behaviour most commonly occurs in students to aid studying. We undertook a qualitative assessment of attitudes towards cognitive enhancement by conducting 19 semi-structured interviews with Australian university students. Most students considered cognitive enhancement to be unacceptable, in part because they believed it to be unethical but there was a lack of consensus on whether it (...) was similar or different to steroid use in sport. There was support for awareness campaigns and monitoring of cognitive enhancement use of pharmaceutical drugs. An understanding of student attitudes towards cognitive enhancement is important in formulating future policy. (shrink)

IntroductionIn the coronavirus disease 2019 pandemic, Romanian universities switched to emergency relocation and online education, with students experiencing a sense of isolation, which affected their well-being, pace and normal learning style, relationships with other colleagues, and Professors. Beyond the technological obstacles that have arisen in learning, the aim of this study is to highlight the psychological variables that are associated and that explain the self-perceived well-being of students, in university, in the pandemic. The psychological variables studied were the following: the (...) level of openness and personal autonomy, as personality traits of students but also the mechanisms for regulating their academic motivation.MethodWe used a questionnaire-based survey, wherein all four research instruments had been validated and adapted to the investigated population. The subjects were BA and MA students at the University of Oradea, Romania, the majority being females with the age range of 27 years old. Pearson Correlation and Multiple Linear Regression were used to test the two hypotheses.ResultsResearch data obtained in the correlation analysis, point out association relationships with moderate and high effects size, between positive attitude toward self, others and student life and: openness to learning, openness to aesthetics, behavioral autonomy, cognitive autonomy, intrinsic motivation, and identification motivation. Furthermore, in regression analysis, it was revealed that regarding the variance of results concerning students’ self-perceived well-being in university, it contributes both of students’ personality traits and their intrinsic motivation and identification motivation.ConclusionThe fundamental conclusion of the research is that, although the personality traits of students explain in a higher percentage the variability of results in students’ self-perceived well-being, motivation regulation mechanisms play an important role, especially in the conditions of online activities. The results have direct implications for the work carried out in universities. The educational policies developed by specialists and government will have to emphasize the ways of forming resilient student communities in periods of sudden transition and adaptation to change which take place in education and society. (shrink)

The experience of peer rejection in the classroom, an environment in which students spend a large part of their time, is accompanied by a sense of social pain which can have a profound effect on self-perception and attitude toward the overall school environment. These attitudes can be subsequently reflected in the student’s behavior at school and in his/her school success. The research aims to identify differences in the perception of school life among rejected and popular upper-primary school students. (...) For this purpose, the sociometric nomination method and a questionnaire measuring the student’s perception of the school environment were used. From a total of 1,625 students from 20 schools, 312 students with the status of popular and rejected were included in the research. The multivariate analysis of covariance results revealed no significant differences between the two contrasting groups in terms of the perception of school life. The results of the research indicated a different perception of the school environment within the groups of rejected and popular students rather than differences between the groups. Both the rejected and popular students report contradictory attitudes toward school life. Half of the students indicated that they feel lonely at school and have no confidence in teachers, considering the school a place where they do not like to learn, where they are troubled and where they do not like to talk to their classmates. Perhaps counterintuitively, a larger number of popular students stated that they feel lonely than did the rejected students from the class. Although the results do not paint a very positive picture of perceptions of the school environment, this should be seen as an opportunity to develop active class work with a greater emphasis on strengthening collective trust in the school. (shrink)

This article examines the governance of student life in university settings through an examination of discourses of wellness and resilience in the university sector, and in particular at the University of Toronto. Resilience, it is argued, is strategically deployed in ways that enjoin students to think positively about their experiences of university life so as to avert any experience of distress or disability. This is undertaken with the aim of producing a healthy and ‘well’ student body, (...) but does little to address inequalities amongst students, nor how such inequalities might be important in addressing student distress. Focusing on an analysis of the University of Toronto Student Life Programs and Services programs and publications, and in particular pamphlets and newsletters, such as Health & Wellness: Helping Students Make the Most of the University Experience (2009), it seeks to understand the role of resilience in the production of student life and the governance of the university experience. The purpose of this analysis is to examine the possibilities and limits of a new vocabulary of resilience (Seligman, 2009), which posits an expectation of suffering as a resource which can be drawn on in times of stress, and the “positive” disciplinary regimes this vocabulary enforces. This examination is carried out with the overall aim of disrupting unexamined relations to representations of institutional sites and services as resources, and to demonstrate how such representations rely on and reproduce notions of difference, disability and distress as difficulties to be both renounced and exploited. It is also to provoke greater recognition within social justice studies of how university health services texts such as the Health & Wellness pamphlet and newsletters directed at students strategically deploy notions of resilience to govern interpretations of resistance as illness, rather than emancipatory action. (shrink)

University study can be a life period of heightened psychological distress for many students. The development of new preventive and intervention programs to support well-being in university students is a fundamental challenge for mental health professionals. We designed an 8-week online mindfulness-based program combining a face-to-face approach, text, audio, video components, and support psychotherapy principles with a unique intensive reminder system using the Facebook Messenger and Slack applications in two separate runs. We assessed the program’s effect on mindful experiencing, (...) perceived stress, emotion regulation strategies, self-compassion, negative affect, and quality of life. The results of the presented pilot study confirmed that eMBP is a feasible and effective tool in university students’ mental health support. The students who completed the eMBP reported a reduction of perceived stress with a large effect size as well as a decrease of negative affect experience frequency and intensity, an increase of being mindful in their life, and a higher rate of self-compassion with a medium effect size. A small effect size was found in the frequency of using a cognitive reappraisal strategy. One new result is the observation of an eMBP effect on the decrease in attributed importance to the quality-of-life components replicated in two consecutive runs of the program. The study affirms that mindfulness-based interventions can be effectively delivered in an eHealth form to university students. (shrink)

The relationship between coping styles and subjective well-being has recently received considerable empirical and theoretical attention in the scientific literature. However, the mechanisms underlying this relationship have primarily remained unclear. The present research aimed to determine whether emotion regulation mediated the relationship between coping styles and subjective well-being. Our hypothesis is based on the integration of theoretical models among 1,247 Chinese college students. The SWB questionnaire, Ways of Coping Questionnaire, and Emotion Regulation Questionnaire were used to correlate SWB, (...) emotion regulation strategies, and coping styles, respectively. The random forest method was applied to predict life satisfaction and estimate the average variable importance to life satisfaction. The results indicated that positive coping can indirectly influence life satisfaction via cognitive reappraisal and indirectly influence expression suppression via positive affect. Negative coping can indirectly influence negative affect via expression suppression. Besides, negative coping was positively associated with both expression suppression and negative affect. Cognitive reappraisal was found to be positively associated with positive affect. The findings indicated that coping style is essential for the SWB of college students. These findings provide insight into how coping styles impact SWB and have implications for developing and assessing emotion regulation-based interventions. (shrink)

Once hematopoiesis is established in the bone marrow, a continuous egress of hematopoietic stem cells (HSCs) to the periphery occurs at a low frequency. It has been proposed that this phenomenon is part of a regenerative homeostatic mechanism that ensures the maintenance of hematopoiesis through the life of the individual. The administration of certain cytotoxic drugs or cytokines can enhance the mobilization of hematopoietic progenitors to the periphery. During the past 15 years, granulocyte‐colony stimulating factor (G‐CSF) has been used (...) as a standard cytokine for mobilization protocols in experimental models and in humans. Despite extensive efforts by multiple groups, a definitive mechanism explaining its role in mobilization has not been provided. In a recent paper, Katayama et al.,1 through a series of clever associations supported by well‐defined experimental systems, proposed that signals through the sympathetic nervous system modify the activity of the hematopoietic niche, acting as regulators of the mobilization of hematopoietic progenitors. This surprising finding adds a new level of complexity to the cellular milieu responsible for generation and maintenance of the hematopoietic niche. BioEssays 28: 687–691, 2006. © 2006 Wiley Periodicals, Inc. (shrink)

Emotional self-regulation in childhood and adolescence constitutes a growing interest in the scientific community, highlighting in recent years the need to observe its development in their daily life. Therefore, the objective of this systematic review is to characterize publications referring to the development of emotional self-regulation of people under 18 years-old, in natural contexts. Based on the PRISMA guidelines, searches are carried out in the Web of Science, Scopus and PsycINFO databases, and in Google Scholar until May (...) 2020. After reviewing the full text of 376 publications, 14 works are selected that are observed in their extrinsic, substantive and methodological characteristics based on the GREOM and MQCOM guidelines, by two independent evaluators. Most of the studies correspond to the last 20 years, increasing the interest in observing older children, in interaction with adults and/or in different cultures. They apply mixed methodologies, not always ascribing to a low intensity design. Strengths are observed regarding the collection and analysis of the quality of the data; and weaknesses related to the failure to record the duration and sequence of behaviors, highlighting the use of guidelines as guides for future research. (shrink)

This book presents a thorough overview of a model of human functioning based on the idea that behavior is goal-directed and regulated by feedback control processes. It describes feedback processes and their application to behavior, considers goals and the idea that goals are organized hierarchically, examines affect as deriving from a different kind of feedback process, and analyzes how success expectancies influence whether people keep trying to attain goals or disengage. Later sections consider a series of emerging themes, including dynamic (...) systems as a model for shifting among goals, catastrophe theory as a model for persistence, and the question of whether behavior is controlled or instead 'emerges'. Three chapters consider the implications of these various ideas for understanding maladaptive behavior, and the closing chapter asks whether goals are a necessity of life. Throughout, theory is presented in the context of diverse issues that link the theory to other literatures. (shrink)

The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto (...) design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed. (shrink)

Children show increasing control of emotions and behavior during their early years. Our studies suggest a shift in control from the brain’s orienting network in infancy to the executive network by the age of 3—4 years. Our longitudinal study indicates that orienting influences both positive and negative affect, as measured by parent report in infancy. At 3—4 years of age, the dominant control of affect rests in a frontal brain network that involves the anterior cingulate gyrus. Connectivity of brain structures (...) also changes from infancy to toddlerhood. Early connectivity of parietal and frontal areas is important in orienting; later connectivity involves midfrontal and anterior cingulate areas related to executive attention and self-regulation. (shrink)

Problems with religion have always been and remain one of the most important in the context of organization of state and public life.And today for Ukraine the issues of guaranteeing, full protection, protection of the right to freedom of conscience, religion, activities of religious organizations, including religious minorities are very relevant.This is due, above all, to those historical scales, the processes that have taken place during the last decade in all spheres of social life, including in the spiritual, (...) religious-ideological plane of it. (shrink)

Attachment theory proposes that the activation of the attachment system enacts emotion regulation (ER) to maintain security or cope with insecurity. However, the effects of ER on attachment states and their bidirectional influences remain poorly understood. In this ecological momentary assessment study, we examined the dynamics between attachment and ER. We hypothesised that attachment states and ER influence each other through time. Specifically, we hypothesised bidirectional short-term cycles between state attachment security and reappraisal, state attachment anxiety and rumination, and (...) state attachment avoidance and suppression. We also tested how trait attachment is related to state attachment and ER. One hundred twenty-two participants (Mage = 26.4) completed the Experiences in Close Relationship–Revised and reported state attachment and ER seven times daily for seven days. The results were only partly consistent with our cycle hypotheses yet revealed a cycle between low state attachment security and rumination that was attenuated by reappraisal. Moreover, rumination and suppression predicted increased insecure states, and reappraisal predicted increased secure and insecure states. Finally, trait attachment showed associations with state attachment and ER. Our study suggests regulatory dynamics between attachment and ER and opens important questions about their functional relationship in maintaining attachment-related behavioural patterns and emotional well-being. (shrink)

The present study examined differences in moral behavior and judgment in sport and student life. Participants were students at a British university who responded to moral dilemmas pertaining to sport and student life. They indicated the likelihood that they would act antisocially or prosocially and provided judgment ratings of the behaviors described in the dilemmas. Likelihood to act antisocially was higher toward opponents in sport than other students at university, whereas likelihood to behave prosocially was lower (...) toward opponents in sport than other students at university. Finally, antisocial behavior was less likely toward teammates than other students. The sport–university difference in antisocial opponent/student behavior was fully mediated by moral judgment, whereas the difference in prosocial behavior was partially mediated by moral judgment. These findings reveal a more nuanced aspect to bracketed morality that considers in-group loyalty when understanding moral judgment and behavior in and outside of the sport context. (shrink)

Animals are frequently utilized as a teaching-learning tool in multiple educational settings. It is, therefore, important to understand what students think about this topic, in particular medical and veterinary students as “life caregivers” and competent people for a dynamic and responsible social intervention. In this context, this research aims to characterize and disseminate a set of issues related to animal welfare/wellbeing in higher education in the North of Portugal, particularly as regards the teaching of students of the Integrated Master (...) in Medicine (MIM) and Veterinary Medicine (MIMV). After ethical approval, a survey was delivered on paper to 180 undergraduate MIM (n = 100) and MIMV (n = 80) students. After collecting 139 questionnaires partially or fully completed, with varying response rates for each question, it was concluded that most of the students consider that animal experimentation is ethically acceptable when the benefits balance the harms and assuming that refinement of animal procedures is warranted; they also agree to the establishment, maintenance and performance of animal procedures solely for educational purposes as a way of ensuring optimal acquisition of theoretical knowledge, attitudes and behaviors and technical skills. Nevertheless, it is the responsibility of teachers to explore and implement pedagogical methodologies thar are equally effective but more humane and compassionate towards sentient living beings. (shrink)

The principle of humanity is, surely, one of the most significant moral principle regulating the influence of a teacher as a mature moral agent, since teachers, by means of their work, contribute to shaping the humanity and human dignity of students. The principle and value of humanity can, first of all, be applied to the relationship of the teacher towards students. Teachers should, by their humane approach, contribute to removing moral barriers, fear in children and youths, and accept them as (...) morally equal partners. The author of paper deals with the forms of humanity within the teaching profession on the basis of the ethics of social consequences, which is a version of non-utilitarian consequentialism. This ethical conception is based on the principle and value of consequences resulting from decisions and actions as well as opinions and attitudes of a moral agent. The core of the value structure is mainly composed by the values of humanity, human dignity and moral rights of man, because a moral way of life helps the development of human life, it protects and supports it. At present, contemplations on these issues have been revived, thanks to, in part, discussions on ethics and morality regarding various professional aspects of human life. (shrink)

The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student self-regulation (low/medium/high), in interaction with the level of external regulation (...) from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors and symptoms. Using an ex post facto design by selection, ANOVAs and MANOVAs (3 x 3; 5 x 1; 5 x 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determined university students’ level of academic stress. We concluded that the combination of different levels of student regulation levels and regulation from teaching process jointly determines university students’ level of academic stress. The implications for university students’ emotional health, stress prevention and well-being are established. (shrink)

This study examined the relationship between L2 motivation and engagement in academic reading skill from the lenses of L2 motivational self-system and transformative experience. More specifically, following the transformative experience framework, we investigated the level of students’ engagement in academic reading skills inside and outside English classes. We also explored what motivational factors act as strong predictors of transformative experience and whether L2 motivation and engagement of students differ across different disciplines. Stratified purposive sampling was followed to recruit 419 undergraduate (...) English for academic purposes students studying in different majors. As such, we developed a questionnaire for measuring TE and utilized a pre-established questionnaire to operationalize L2 motivational self-system. We found that L2 motivation significantly covaried with students’ level of engagement in English academic reading skill. Furthermore, the results of multiple regression analysis revealed that L2 learning experience and ideal L2 self were strong predictors of transformative engagement; ought-to L2 self played a marginal role in the occurrence of TE. Discipline-wise, Life Sciences students were considerably more motivated than those in Arts and Humanities. However, no significant difference was observed in the extent of transformative engagement among students across disciplinary groups. Implications for EAP instructors, educational authorities, and material and curricula developers are discussed. (shrink)