Search results for '*Neuropsychological Assessment' (try it on Scholar)

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  1. Office of Technology Assessment (1982). An Assessment of Alternatives for a National Computerized Criminal History System. Acm Sigcas Computers and Society 12 (3):14-25.score: 60.0
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  2. Jacob Stegenga (forthcoming). Herding QATs: Quality Assessment Tools for Evidence in Medicine. In Huneman, Silberstein & Lambert (eds.), Herding QATs: Quality Assessment Tools for Evidence in Medicine.score: 9.0
    Medical scientists employ ‘quality assessment tools’ (QATs) to measure the quality of evidence from clinical studies, especially randomized controlled trials (RCTs). These tools are designed to take into account various methodological details of clinical studies, including randomization, blinding, and other features of studies deemed relevant to minimizing bias and error. There are now dozens available. The various QATs on offer differ widely from each other, and second-order empirical studies show that QATs have low inter-rater reliability and low inter-tool reliability. (...)
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  3. Angela M. Smith (2008). Control, Responsibility, and Moral Assessment. Philosophical Studies 138 (3):367 - 392.score: 8.0
    Recently, a number of philosophers have begun to question the commonly held view that choice or voluntary control is a precondition of moral responsibility. According to these philosophers, what really matters in determining a person’s responsibility for some thing is whether that thing can be seen as indicative or expressive of her judgments, values, or normative commitments. Such accounts might therefore be understood as updated versions of what Susan Wolf has called “real self views,” insofar as they attempt to ground (...)
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  4. Gunnar Björnsson & Alexander Almér (2009). Contextualism, Assessor Relativism, and Insensitive Assessments. Logique Et Analyse 52 (208):363-372.score: 8.0
    Recently, contextualism about epistemic modals and predicates of taste have come under fire from advocates of assessment relativistic analyses. Contextualism, they have argued, fails to account for what we call "felicitous insensitive assessments". In this paper, we provide one hitherto overlooked way in which contextualists can embrace the phenomenon by slightly modifying an assumption that has remained in the background in most of the debate over contextualism and relativism. Finally, we briefly argue that the resulting contextualist account is at (...)
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  5. Gunnar Björnsson & Alexander Almér (2011). The Pragmatics of Insensitive Assessments: Understanding The Relativity of Assessments of Judgments of Personal Taste, Epistemic Modals, and More. In Barbara H. Partee, Michael Glanzberg & Jurģis Šķilters (eds.), The Baltic International Yearbook of Cognition, Logic and Communication.score: 8.0
    In assessing the veridicality of utterances, we normally seem to assess the satisfaction of conditions that the speaker had been concerned to get right in making the utterance. However, the debate about assessor-relativism about epistemic modals, predicates of taste, gradable adjectives and conditionals has been largely driven by cases in which seemingly felicitous assessments of utterances are insensitive to aspects of the context of utterance that were highly relevant to the speaker’s choice of words. In this paper, we offer an (...)
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  6. Kristine Bærøe (2010). Patient Autonomy, Assessment of Competence and Surrogate Decision-Making: A Call for Reasonableness in Deciding for Others. Bioethics 24 (2):87-95.score: 8.0
    In this paper, I address some of the shortcomings of established clinical ethics centring on personal autonomy and consent and what I label the Doctrine of Respecting Personal Autonomy in Healthcare. I discuss two implications of this doctrine: 1) the practice for treating patients who are considered to have borderline decision-making competence and 2) the practice of surrogate decision-making in general. I argue that none of these practices are currently aligned with respectful treatment of vulnerable individuals. Because of 'structural arbitrariness' (...)
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  7. Berit Brogaard (2010). Stupid People Deserve What They Get: The Effects of Personality Assessment on Judgments of Intentional Action. Behavioral and Brain Sciences 33 (4):332-334.score: 8.0
    Knobe argues that people’s judgments of the moral status of a side-effect of action influence their assessment of whether the side-effect is intentional. We tested this hypothesis using vignettes akin to Knobe’s but involving economically or eudaimonistically (wellness-related) negative side-effects. Our results show that it is people’s sense of what agents deserve and not the moral status of side-effects that drives intuition.
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  8. Erich Schienke, Seth Baum, Nancy Tuana, Kenneth Davis & Klaus Keller (2011). Intrinsic Ethics Regarding Integrated Assessment Models for Climate Management. Science and Engineering Ethics 17 (3):503-523.score: 8.0
    In this essay we develop and argue for the adoption of a more comprehensive model of research ethics than is included within current conceptions of responsible conduct of research (RCR). We argue that our model, which we label the ethical dimensions of scientific research (EDSR), is a more comprehensive approach to encouraging ethically responsible scientific research compared to the currently typically adopted approach in RCR training. This essay focuses on developing a pedagogical approach that enables scientists to better understand and (...)
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  9. David Wright (2011). A Framework for the Ethical Impact Assessment of Information Technology. Ethics and Information Technology 13 (3):199-226.score: 8.0
    This paper proposes a framework for an ethical impact assessment which can be performed in regard to any policy, service, project or programme involving information technology. The framework is structured on the four principles posited by Beauchamp and Childress together with a separate section on privacy and data protection. The framework identifies key social values and ethical issues, provides some brief explanatory contextual information which is then followed by a set of questions aimed at the technology developer or policy-maker (...)
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  10. Karla Utting (2009). Assessing the Impact of Fair Trade Coffee: Towards an Integrative Framework. [REVIEW] Journal of Business Ethics 86 (1):127 - 149.score: 8.0
    This article presents an impact assessment framework that allows for the evaluation of positive and negative local-level impacts that have resulted from "responsible trade" interventions such as fair trade and ethical trade. The framework investigates impact relating to (1) livelihood impacts on primary stakeholders; (2) socio-economic impacts on communities; (3) organizational impacts; (4) environmental impacts; (5) policies and institutional impacts; and (6) future prospects. It identifies relevant local-level stakeholders and facilitates the analysis of conflicting interests. The framework was developed (...)
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  11. Federica Lucivero, Tsjalling Swierstra & Marianne Boenink (2011). Assessing Expectations: Towards a Toolbox for an Ethics of Emerging Technologies. [REVIEW] Nanoethics 5 (2):129-141.score: 8.0
    In recent years, several authors have argued that the desirability of novel technologies should be assessed early, when they are still emerging. Such an ethical assessment of emerging technologies is by definition focused on an elusive object. Usually promises, expectations, and visions of the technology are taken as a starting point. As Nordmann and Rip have pointed out in a recent article, however, ethicists should not take for granted the plausibility of such expectations and visions. In this paper, we (...)
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  12. Soemini Kasanmoentalib (1996). Science and Values in Risk Assessment: The Case of Deliberate Release of Genetically Engineered Organisms. [REVIEW] Journal of Agricultural and Environmental Ethics 9 (1):42-60.score: 8.0
    To make more responsible decisions regarding risk and to understand disagreements and controversies in risk assessments, it is important to know how and where values are infused into risk assessment and how they are embedded in the conclusions. In this article an attempt is made to disentangle the relationship of science and values in decision-making concerning the deliberate release of genetically modified organisms (GMOs) into the environment. This exercise in applied philosophy of science is based on Helen Longino's contextual (...)
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  13. Franz Huber (2007). The Logic of Theory Assessment. Journal of Philosophical Logic 36 (5):511-538.score: 8.0
    This paper starts by indicating the analysis of Hempel's conditions of adequacy for any relation of confirmation (Hempel, 1945) as presented in Huber (submitted). There I argue contra Carnap (1962, Section 87) that Hempel felt the need for two concepts of confirmation: one aiming at plausible theories and another aiming at informative theories. However, he also realized that these two concepts are conflicting, and he gave up the concept of confirmation aiming at informative theories. The main part of the paper (...)
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  14. Rosamond Rhodes & Ian Holzman (2004). The Not Unreasonable Standard for Assessment of Surrogates and Surrogate Decisions. Theoretical Medicine and Bioethics 25 (4):367-386.score: 8.0
    Standard views on surrogate decision making present alternative ideal models of what ideal surrogates should consider in rendering a decision. They do not, however, explain the physician''s responsibility to a patient who lacks decisional capacity or how a physician should regard surrogates and surrogate decisions. The authors argue that it is critical to recognize the moral difference between a patient''s decisions and a surrogate''s and the professional responsibilities implied by that distinction. In every case involving a patient who lacks decisional (...)
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  15. Cláudia Sarrico, Maria Rosa, Pedro Teixeira & Margarida Cardoso (2010). Assessing Quality and Evaluating Performance in Higher Education: Worlds Apart or Complementary Views? Minerva 48 (1):35-54.score: 8.0
    This paper reflects on quality assessment and performance evaluation in higher education, namely by analysing the insufficient link between those two aspects. We start by reviewing the current state of the art regarding different processes and mechanisms of quality assessment and performance evaluation and discuss some of the major issues regarding the implementation of some of them. In particular, we analyse the current limitations regarding data collected, available and publicised on the performance of HEIs and the problems those (...)
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  16. Caroline Gauthier (2005). Measuring Corporate Social and Environmental Performance: The Extended Life-Cycle Assessment. [REVIEW] Journal of Business Ethics 59 (1-2):199 - 206.score: 8.0
    This papers attempts to bridge business ethics to corporate social responsibility including the social and environmental dimensions. The objective of the paper is to suggest an improvement of the most commonly used corporate environmental management tool, the Life Cycle Assessment (LCA). The method includes two stages. First, more phases are added to the life-cycle of a product. Second, social criteria that measure the social performance of a product are introduced. An application of this “extended” LCA tool is given.
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  17. E. Ann Clark & Hugh Lehman (2001). Assessment of GM Crops in Commercial Agriculture. Journal of Agricultural and Environmental Ethics 14 (1):3-28.score: 8.0
    The caliber of recent discourse regarding geneticallymodified organisms (GMOs) has suffered from a lack of consensuson terminology, from the scarcity of evidence upon which toassess risk to health and to the environment, and from valuedifferences between proponents and opponents of GMOs. Towardsaddressing these issues, we present the thesis that GM should bedefined as the forcible insertion of DNA into a host genome,irrespective of the source of the DNA, and exclusive ofconventional or mutation breeding.Some defenders of the commercial use of GMOs (...)
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  18. Barbara Crossouard & John Pryor (2012). How Theory Matters: Formative Assessment Theory and Practices and Their Different Relations to Education. [REVIEW] Studies in Philosophy and Education 31 (3):251-263.score: 8.0
    The positioning of theory in relation to educational practice has provoked much recent debate, with some arguing that educational theory constrains thinking in education, while others dismiss ‘theory’ out of hand as belonging to the world of the ‘academic’, abstracted from the ‘realities’ of the classroom. This paper views theory as necessarily implicated in all practices, but argues that depending on the theories embraced, and the understanding of theory itself, education can be understood in very different ways. Resisting the separation (...)
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  19. Maddalena Taras (2005). Assessment: Summative and Formative: Some Theoretical Reflections. British Journal of Educational Studies 53 (4):466 - 478.score: 8.0
    This paper wishes to clarify the definitions of the central terms relating to assessment. It argues that all assessment begins with summative assessment (which is a judgement) and that formative assessment is in fact summative assessment plus feedback which is used by the learner.
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  20. Kevin Possin (2013). A Serious Flaw in the Collegiate Learning Assessment [CLA] Test. Informal Logic 33 (3):390-405.score: 8.0
    The Collegiate Learning Assessment Test (CLA) has become popular and highly recommended, praised for its reliability and validity. I argue that while the CLA may be a commendable test for measuring critical-thinking, problem-solving, and logical-reasoning skills, those who are scoring students’ answers to the test’s questions are rendering the CLA invalid.
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  21. Peter Brössel (2013). Assessing Theories: The Coherentist Approach. Erkenntnis 79 (3):593-623.score: 8.0
    In this paper we show that the coherence measures of Olsson (J Philos 94:246–272, 2002), Shogenji (Log Anal 59:338–345, 1999), and Fitelson (Log Anal 63:194–199, 2003) satisfy the two most important adequacy requirements for the purpose of assessing theories. Following Hempel (Synthese 12:439–469, 1960), Levi (Gambling with truth, New York, A. A. Knopf, 1967), and recently Huber (Synthese 161:89–118, 2008) we require, as minimal or necessary conditions, that adequate assessment functions favor true theories over false theories and true and (...)
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  22. Nick Peim & Kevin J. Flint (2009). Testing Times: Questions Concerning Assessment for School Improvement. Educational Philosophy and Theory 41 (3):342-361.score: 8.0
    Contemporary education now appears to be dominated by the continual drive for improvement measured against the assessment of what students have learned. It is our contention that a foundational relation with assessment organises contemporary education. Here we draw on a 'way of thinking' that is deconstructive in its intent. Such thinking makes clear the vicious circularity of the argument for improvement, wherein assessment valorised in discourses of improvement provides not only a rationalisation for improvement via assessment, (...)
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  23. Colin Berry (2013). Metrics-Based Assessments of Research: Incentives for 'Institutional Plagiarism'? Science and Engineering Ethics 19 (2):337-340.score: 8.0
    The issue of plagiarism—claiming credit for work that is not one’s own, rightly, continues to cause concern in the academic community. An analysis is presented that shows the effects that may arise from metrics-based assessments of research, when credit for an author’s outputs (chiefly publications) is given to an institution that did not support the research but which subsequently employs the author. The incentives for what is termed here “institutional plagiarism” are demonstrated with reference to the UK Research Assessment (...)
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  24. Matthias Kaiser & Ellen-Marie Forsberg (2001). Assessing Fisheries – Using an Ethical Matrix in a Participatory Process. Journal of Agricultural and Environmental Ethics 14 (2):191-200.score: 8.0
    The Norwegian National Committee for Research Ethics inScience and Technology (NENT), collaborating with The NorwegianFisherman''s Association and The Research Council of Norway,started in 1999 a project aiming at an ethical assessment of Norwegian fisheries for the year 2020. The project was to preparethe ground for ethical debate in and of the fishery sector inview of pending important decisions on long term strategies. Thispaper has its focus on the method used for achieving these aims,rather than the substantive results concerning the (...)
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  25. Gordon Stobart (2001). The Validity of National Curriculum Assessment. British Journal of Educational Studies 49 (1):26 - 39.score: 8.0
    This paper reviews the validity of National Curriculum assessment in England. It works with the concept of 'consequential validity' (Messick, 1989) which incorporates both conventional 'reliability' issues and the use to which any assessment is put. The review uses the eight stage 'threats to validity' model developed by Crooks, Kane and Cohen (1996). The complexity of National Curriculum assessment makes evaluation difficult. These assessments are used for a variety of purposes so that the 'consequential' aspects are compounded. (...)
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  26. Eva Van Den Bussche, Astrid Vermeiren, Kobe Desender, Wim Gevers, Gethin Hughes, Tom Verguts & Bert Reynvoet (2013). Disentangling Conscious and Unconscious Processing: A Subjective Trial-Based Assessment Approach. Frontiers in Human Neuroscience 7.score: 8.0
    The most common method for assessing similarities and differences between conscious and unconscious processing is to compare the effects of unconscious (perceptually weak) stimuli, with conscious (perceptually strong) stimuli. Awareness of these stimuli is then assessed by objective performance on prime identification tasks. While this approach has proven extremely fruitful in furthering our understanding of unconscious cognition, it also suffers from some critical problems. We present an alternative methodology for comparing conscious and unconscious cognition. We used a priming version of (...)
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  27. Peter A. D. Beets (2012). Strengthening Morality and Ethics in Educational Assessment Through Ubuntu in South Africa. Educational Philosophy and Theory 44 (s2):68-83.score: 8.0
    While assessment is regarded as integral to enhancing the quality of teaching and learning, it is also a practice fraught with moral and ethical issues. An analysis is made of current assessment practices of teachers in South Africa which seem to straddle the domains of accountability and professional codes of conduct. In the process the position of the teacher as mediator between policies and diverse learner needs is explored in the light of moral and ethical considerations. Based on (...)
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  28. M. B. M. Bracke, J. H. M. Metz, A. A. Dijkhuizen & B. M. Spruijt (2001). Development of a Decision Support System for Assessing Farm Animal Welfare in Relation to Husbandry Systems: Strategy and Prototype. [REVIEW] Journal of Agricultural and Environmental Ethics 14 (3):321-337.score: 8.0
    Due to increasing empiricalinformation on farm animal welfare since the1960s, the prospects for sound decisionmakingconcerning welfare have improved. This paperdescribes a strategy to develop adecision-making aid, a decision support system,for assessment of farm-animal welfare based onavailable scientific knowledge. Such a decisionsupport system allows many factors to be takeninto account. It is to be developed accordingto the Evolutionary Prototyping Method, inwhich an initial prototype is improved inreiterative updating cycles. This initialprototype has been constructed. It useshierarchical representations to analysescientific statements and (...)
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  29. M. B. M. Bracke & H. Hopster (2006). Assessing the Importance of Natural Behavior for Animal Welfare. Journal of Agricultural and Environmental Ethics 19 (1):77-89.score: 8.0
    The concept of natural behavior is a key element in current Dutch policy-making on animal welfare. It emphasizes that animals need positive experiences, in addition to minimized suffering. This paper interprets the concept of natural behavior in the context of the scientific framework for welfare assessment. Natural behavior may be defined as behavior that animals have a tendency to exhibit under natural conditions, because these behaviors are pleasurable and promote biological functioning. Animal welfare is the quality of life as (...)
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  30. Mario Giampietro & Sandra G. F. Bukkens (1992). Sustainable Development: Scientific and Ethical Assessments. [REVIEW] Journal of Agricultural and Environmental Ethics 5 (1):27-57.score: 8.0
    The problem of assessing the sustainability of human development is discussed in theoretical and practical terms.In Part I, two theoretical tools for describing the challenge of assessing sustainable development are introduced and briefly discussed: (i) the use of an energetic model to describe the dynamic interaction between the human and the biophysical compartment; (ii) basic concepts derived from the hierarchy theory applied to the development of human society. Sustainable and ethical development of human society requires the consideration of three hierarchical (...)
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  31. David H. Guston (2011). Participating Despite Questions: Toward a More Confident Participatory Technology Assessment. [REVIEW] Science and Engineering Ethics 17 (4):691-697.score: 8.0
    While the important challenges of public deliberations on emerging technologies are crucial to keep in mind, this paper argues that scholars and practitioners have reason to be more confident in their performance of participatory technology assessments (pTA). Drawing on evidence from the 2008 National Citizens’ Technology Forum (NCTF) conducted by the Center for Nanotechnology in Society at Arizona State University, this paper describes how pTA offers a combination of intensive and extensive qualities that are unique among modes of engagement. In (...)
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  32. Bjørn Hofmann (2005). On Value-Judgements and Ethics in Health Technology Assessment. Poiesis and Praxis 3 (4):277-295.score: 8.0
    The widespread application of technology in health care has imposed a broad range of challenges. The field of health technology assessment (HTA) is developed in order to face some of these challenges. However, this strategy has not been as successful as one could hope. One of the reasons for this is that social and ethical considerations have not been integrated in the HTA process. Nowadays however, such considerations have been included in many HTAs. Still, the conclusions and recommendations of (...)
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  33. Lorraine Y. Landry (1999). Multi-Disciplinary Competence Assessment: A Case Study in Consensus and Culture. Theoretical Medicine and Bioethics 20 (5):423-437.score: 8.0
    The case of May Redwing, an American Indian woman assessed for competence is examined in detail. The case highlights the interconnections between the cultures of medicine and law and notes the importance of criteria of competence assessment, but also underscores the necessity of attention to the patient'scultural background in a multi-disciplinary competence assessment team process. Three interrelated areas of inquiry are explored: (1) Can we expect a morally and politically justifiable assessment of competence from a multi-disciplinary approach? (...)
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  34. Gert Jan van der Wilt, Rob Reuzel & H. David Banta (2000). The Ethics of Assessing Health Technologies. Theoretical Medicine and Bioethics 21 (1):101-113.score: 8.0
    Health technology assessment (HTA) consists of thesystematic study of the consequences of theintroduction or continued use of the technology in aparticular context, with the explicit objective toarrive at a judgment of the value or merit of thetechnology. Ideally, it is aimed at assessing allaspects of a given technology or group oftechnologies, including non-technical, e.g.socio-ethical, aspects. However, methods for assessingsocio-ethical implications of health technology arerelatively undeveloped and few mechanisms exist totake action based on the results of such evaluations.Still, the (...)
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  35. Nathan Carlin, Cathy Rozmus, Jeffrey Spike, Irmgard Willcockson, William Seifert, Cynthia Chappell, Pei-Hsuan Hsieh, Thomas Cole, Catherine Flaitz, Joan Engebretson, Rebecca Lunstroth, Charles Amos & Bryant Boutwell (2011). The Health Professional Ethics Rubric: Practical Assessment in Ethics Education for Health Professional Schools. [REVIEW] Journal of Academic Ethics 9 (4):277-290.score: 8.0
    A barrier to the development and refinement of ethics education in and across health professional schools is that there is not an agreed upon instrument or method for assessment in ethics education. The most widely used ethics education assessment instrument is the Defining Issues Test (DIT) I & II. This instrument is not specific to the health professions. But it has been modified for use in, and influenced the development of other instruments in, the health professions. The DIT (...)
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  36. Peter Lund-Thomsen (2009). Assessing the Impact of Public—Private Partnerships in the Global South: The Case of the Kasur Tanneries Pollution Control Project. [REVIEW] Journal of Business Ethics 90 (1):57 - 78.score: 8.0
    This paper makes a contribution to ongoing debates about whether and how we can empirically assess the potential, limitations, and actual impacts of public-private partnerships (PPPs) in developing countries. Several United Nations and bilateral aid agencies have called for the development of impact assessment (IA) methodologies that can help clarify when, how, where, and for whom partnerships work. This paper scrutinizes some of the key assumptions underlying this debate, arguing that no objective ' truth' about the effects of PPPs (...)
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  37. Zahra Meghani (2009). The Us' Food and Drug Administration, Normativity of Risk Assessment, Gmos, and American Democracy. Journal of Agricultural and Environmental Ethics 22 (2):125-139.score: 8.0
    The process of risk assessment of biotechnologies, such as genetically modified organisms (GMOs), has normative dimensions. However, the US’ Food and Drug Administration (FDA) seems committed to the idea that such evaluations are objective. This essay makes the case that the agency’s regulatory approach should be changed such that the public is involved in deciding any ethical or social questions that might arise during risk assessment of GMOs. It is argued that, in the US, neither aggregative nor deliberative (...)
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  38. Barbara Skorupinski & Konrad Ott (2002). Technology Assessment and Ethics. Poiesis and Praxis 1 (2):95-122.score: 8.0
    Technology assessment (TA) is – for several reasons – not detachable from ethical questions. The development of institutions and concepts for TA, especially in the USA and Western Europe, has been marked by an increasing tendency to focus evaluative and normative questions. In the following paper, we point out, in as far as the common notions of TA are implicitly normative, why reflection upon conceptual options of TA inevitably leads to ethical questions, and that the key question of participation (...)
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  39. Michael Davis & Alan Feinerman (2012). Assessing Graduate Student Progress in Engineering Ethics. Science and Engineering Ethics 18 (2):351-367.score: 8.0
    Under a grant from the National Science Foundation, the authors (and others) undertook to integrate ethics into graduate engineering classes at three universities—and to assess success in a way allowing comparison across classes (and institutions). This paper describes the attempt to carry out that assessment. Standard methods of assessment turned out to demand too much class time. Under pressure from instructors, the authors developed an alternative method that is both specific in content to individual classes and allows comparison (...)
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  40. Pablo Gervás (2010). Assessing the Novelty of Computer-Generated Narratives Using Empirical Metrics. Minds and Machines 20 (4):565-588.score: 8.0
    Novelty is a key concept to understand creativity. Evaluating a piece of artwork or other creation in terms of novelty requires comparisons to other works and considerations about the elements that have been reused in the creative process. Human beings perform this analysis intuitively, but in order to simulate it using computers, the objects to be compared and the similarity metrics to be used should be formalized and explicitly implemented. In this paper we present a study on relevant elements for (...)
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  41. Franklin G. Miller & Luana Colloca (2011). The Placebo Phenomenon and Medical Ethics: Rethinking the Relationship Between Informed Consent and Risk–Benefit Assessment. Theoretical Medicine and Bioethics 32 (4):229-243.score: 8.0
    It has been presumed within bioethics that the benefits and risks of treatments can be assessed independently of information disclosure to patients as part of the informed consent process. Research on placebo and nocebo effects indicates that this is not true for symptomatic treatments. The benefits and risks that patients experience from symptomatic treatments can be shaped powerfully by information about these treatments provided by clinicians. In this paper we discuss the implications of placebo and nocebo research for risk–benefit (...) and informed consent. (shrink)
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  42. André Nijhof, Stephan Cludts, Olaf Fisscher & Albertus Laan (2003). Measuring the Implementation of Codes of Conduct. An Assessment Method Based on a Process Approach of the Responsible Organisation. Journal of Business Ethics 45 (1-2):65 - 78.score: 8.0
    More and more organisations formulate a code of conduct in order to stimulate responsible behaviour among their members. Much time and energy is usually spent fixing the content of the code but many organisations get stuck in the challenge of implementing and maintaining the code. The code then turns into nothing else than the notorious "paper in the drawer", without achieving its aims. The challenge of implementation is to utilize the dynamics which have emerged from the formulation of the code. (...)
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  43. Robert Keith Shaw (1977). Assessing Components of Morality. Dissertation, University of Aucklandscore: 8.0
    An investigation into the assessment of the moral components which were developed by John Wilson, is reported. Tests fox the classroom measurement of two components were developed. The components were; PHIL(CC), the claiming of concern for other persons as an overriding, universal, and prescriptive principle in moral decision making; and; GIG, knowledge of factual information which is relevant in making moral decisions which subjects face. The test development exercise was undertaken at a time when public interest in moral education (...)
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  44. John Threlfall (2005). The Formative Use of Assessment Information in Planning: The Notion of Contingent Planning. British Journal of Educational Studies 53 (1):54 - 65.score: 8.0
    This article is concerned with the relationship between assessment information and teacher planning. In the UK, although planning used to be central to characterisations of formative assessment, the most recent government proclamations under the 'Assessment for Learning' banner offer no clear role for teachers making decisions about what to do based on assessment information. In this article, the reasons behind the shift will be examined. 'Contingent planning' will be proposed as a mechanism for using assessment (...)
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  45. Michiel van Oudheusden (2011). Questioning 'Participation': A Critical Appraisal of its Conceptualization in a Flemish Participatory Technology Assessment. Science and Engineering Ethics 17 (4):673-690.score: 8.0
    This article draws attention to struggles inherent in discourse about the meaning of participation in a Flemish participatory technology assessment (pTA) on nanotechnologies. It explores how, at the project’s outset, key actors (e.g., nanotechnologists and pTA researchers) frame elements of the process like ‘the public’ and draw on interpretive repertoires to fit their perspective. The examples call into question normative commitments to cooperation, consensus building, and common action that conventionally guide pTA approaches. It is argued that pTA itself must (...)
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  46. Matthew W. Keefer, Sara E. Wilson, Harry Dankowicz & Michael C. Loui (2013). The Importance of Formative Assessment in Science and Engineering Ethics Education: Some Evidence and Practical Advice. Science and Engineering Ethics (1):1-12.score: 8.0
    Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress (...)
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  47. Brian J. Richards (2008). Formative Assessment in Teacher Education: The Development of a Diagnostic Language Test for Trainee Teachers of German. British Journal of Educational Studies 56 (2):184 - 204.score: 8.0
    This article describes the development and validation of a diagnostic test of German and its integration in a programme of formative assessment during a one-year initial teacher-training course. The test focuses on linguistic aspects that cause difficulty for trainee teachers of German as a foreign language and assesses implicit and explicit grammatical knowledge as well as students' confidence in this knowledge. Administration of the test to 57 German speakers in four groups (first-year undergraduates, fourth-year undergraduates, postgraduate trainees, and native (...)
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  48. Rob P. B. Reuzel, Gert-Jan van Der Wilt, Henk A. M. J. ten Have & Pieter F. de Vries Robbé (1999). Reducing Normative Bias in Health Technology Assessment: Interactive Evaluation and Casuistry. Medicine, Health Care and Philosophy 2 (3):255-263.score: 8.0
    Health technology assessment (HTA) is often biased in the sense that it neglects relevant perspectives on the technology in question. To incorporate different perspectives in HTA, we should pursue agreement about what are relevant, plausible, and feasible research questions; interactive technology assessment (iTA) might be suitable for this goal. In this way a kind of procedural ethics is established. Currently, ethics too often is focussed on the application of general principles, which leaves a lot of confusion as to (...)
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  49. Cynthia Chappell & Nathan Carlin (2011). Public Health Ethics Education in a Competency-Based Curriculum: A Method of Programmatic Assessment. [REVIEW] Journal of Academic Ethics 9 (1):33-42.score: 8.0
    Public health ethics began to emerge in the 1990s as a development within bioethics. Public health ethics education has been implemented in schools of public health in recent years, and specific professionalism and ethics competencies were included in the Master of Public Health (MPH) competency set developed nationally and adapted by individual schools of public health around the country. The University of Texas School of Public Health approved the present set of MPH competencies in 2005. After 4 years of experience, (...)
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  50. Stephen Intille Genevieve Fridlund Dunton, Yue Liao, Keito Kawabata (2012). Momentary Assessment of Adults' Physical Activity and Sedentary Behavior: Feasibility and Validity. Frontiers in Psychology 3.score: 8.0
    Introduction: Mobile phones are ubiquitous and easy to use, and thus have the capacity to collect real-time data from large numbers of people. Research tested the feasibility and validity of an Ecological Momentary Assessment (EMA) self-report protocol using electronic surveys on mobile phones to assess adults’ physical activity and sedentary behaviors. Methods: Adults (N = 110) (73% female, 30% Hispanic, 62% overweight/obese) completed a four-day signal-contingent EMA protocol (Sat. - Tues.) with eight surveys randomly spaced throughout each day. EMA (...)
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