This study aims at measuring the level of unacceptability of certain unethical behaviours for educators in accounting/finance as well as marketing/management in their various roles. The research was conducted utilising a quantitative approach based on the Integrated Social Contracts Theory in order to compare norms of ethically acceptable/unacceptable behaviours of A/F and M/M educators in the context of Kuwait. The population for this study consisted of educators from A/F and M/M from different Business Schools in Kuwait. The results of the (...) study indicate there is general agreement on unacceptable behaviours in academia between the two groups; however, in general, A/F faculty tend to rate nearly all unethical behaviors as slightly more unacceptable than do M/M faculty. While this may possibly indicate that A/F faculty are slightly more ethical, more likely it reflects different ways of perceiving the world among quantitatively vs. qualitatively-oriented faculty. We also compare the results to a prior similar survey conducted by Siegel and Jackson. It seems that the perceived ethics of behaviours differs somewhat among educators in different parts of the world. This study is expected to assist the development of an ethical code in Kuwaiti academe. This in turn will help students to learn about codes of ethics which will govern their future conduct as professionals. (shrink)

O presente artigo discute a educação de pessoas jovens e adultas privadas de liberdade como um direito humano. Analisa as principais normas nacional e internacionais que fundamentam esse direito e discute o modo precário como ele vem sendo implantado no Brasil, tomando por base empírica a pesquisa realizada pela organização nãogovernamental Ação Educativa e parceiros em quatro penitenciárias e quatro centros de detenção provisória do Estado de São Paulo. As informações levantadas entre os meses de outubro e novembro de 2012 (...) buscaram traçar um diagnóstico sobre as condições físicas para o funcionamento das atividades educativas, as expectativas da população carcerária acerca dos estudos, além de procurar compreender o envolvimento de funcionários com as práticas educativas. Os dados foram analisados tomando-se as dimensões propostas por Tomasevski, ex-relatora da ONU para o direito à educação, com base na noção de educação como um direito humano: disponibilidade, acessibilidade, adaptabilidade e aceitabilidade. O material empírico e as análises apontam para, por um lado, oreconhecimento legal do direito à educação da população encarcerada, seja ela formal ou não formal, e por outro, a precária condição de oferta desse direito. Baseado no conceito “prisão pós-disciplinar” de Chantraine, o texto conclui que o direito à educação tem sido utilizado muito mais como mecanismo de controle das populações encarceradas, estando distante do seu reconhecimento como um processo de promoção humana e reinserção na sociedade. Palavras-chave: Educação nas prisões. Educação de jovens e adultos. Educação como direito humano. Educação escolar. Educação não formal. (shrink)

This work seeks to problematize the relations between philosophy, education, school and teaching. We will divide our approach in three questions: the relations between philosophy with the city, a teacher's activities and philosophy and philosophy as a subject in the school system, questions which crisscross, overlap and get confused. We believe that these reflections will show the ways for our future reflection.

Este artigo se divide em duas partes. Na primeira seção, após a introdução, mapeamos as diversas ocorrências de “phýsis” ao longo das Hipotiposes Pirrônicas de Sexto Empírico, dividindo-as em 5 categorias: “natureza” como o real, em posição à “aparência”; o “natural” como aquilo que parece próprio, pertencente a algo ou alguém; a “Natureza”, como uma dimensão criadora e regente; o “natural” em oposição ao “antinatural”; a “natureza dos homens”. A forma como esses diversos usos aparecem na obra é invariavelmente crítica, (...) como elementos da argumentação contra os dogmáticos, especialmente os estoicos. Na segunda parte do trabalho, entretanto, mostramos como a “phýsis” aparece também de maneira positiva no início das Hipotiposes com a função de guia para a vida, como parte da resposta à célebre objeção da apraxía. Além disso, defendemos a hipótese de que a “natureza”, da perspectiva de Sexto, não se opõe nem ultrapassa as convenções e os costumes; pelo contrário, a natureza é o que é reconhecido por todos e é mesmo determinada pelas convenções e pelos costumes. (shrink)

Nosso trabalho procura descrever a escola cinica atraves de seu fundador; Antistenes de Atenas (444-355) , analisando o comportamento do homem cinico e suas contradiçõess, sua busca pela virtude e pelo agir correto. Mostramos o caminho que o homem cinico deve percorrer para chegar a seu objetivo : a autarquia. Ao mesmo tempo, revelamos seu repúdio a toda cultura estabelecida e a sua relaçáo com o corpo e o prazer. O cínico deve distanciarse da cidade, das atividades mundanas e da (...) politica. (shrink)

A partir de uma análise crítica da teoria econômica da democracia de Downs, examinam-se, em termos do problema da "seleção adversa" de Ackerlof, os efeitos da assimetria de informação entre candidatos (com taxas diferentes de demagogia) e eleitores (com níveis diferentes de conhecimento), contra o pano de fundo da relação entre divisão de trabalho e democracia.

O artigo trata dos conceitos de um teatro público e de um teatro privado, a partir do surgimento da burguesia capitalista. O capitalismo estabeleceu um conflito entre as manifestações públicas (festas dramáticas) e o teatro de recinto fechado. As fontes brasileiras para um teatro público são vistas pela restauração e recuperação das nossas origens mediterrâneas em oposição ao pensamento protestante da América do Norte e Europa.

This paper describes an Intelligent Tutoring System for helping users with ADO.NET called ADO-Tutor. The Intelligent Tutoring System was designed and developed using (ITSB) authoring tool for building intelligent educational systems. The user learns through the intelligent tutoring system ADO.NET, the technology used by Microsoft.NET to connect to databases. The material includes lessons, examples, and questions. Through the feedback provided by the intelligent tutoring system, the user's understanding of the material is assessed, and accordingly can be guided to different difficulty (...) level of exercises and/or the lessons. The Intelligent Tutoring System was evaluated by a group of users and the results were more than satisfactory in terms of the quality of the material and the design of the system. (shrink)

It has consistently been shown that agents judge the intervals between their actions and outcomes as compressed in time, an effect named intentional binding. In the present work, we investigated whether this effect is result of prior bias volunteers have about the timing of the consequences of their actions, or if it is due to learning that occurs during the experimental session. Volunteers made temporal estimates of the interval between their action and target onset , or between two events . (...) Our results show that temporal estimates become shorter throughout each experimental block in both conditions. Moreover, we found that observers judged intervals between action and outcomes as shorter even in very early trials of each block. To quantify the decrease of temporal judgments in experimental blocks, exponential functions were fitted to participants’ temporal judgments. The fitted parameters suggest that observers had different prior biases as to intervals between events in which action was involved. These findings suggest that prior bias might play a more important role in this effect than calibration-type learning processes. (shrink)

Let equation image denote the inverse limit of all finite cyclic groups. Let F, G and H be abelian groups with H ≤ G. Let FβH denote the abelian group , where +βis defined by +β = + β — β) for a certain β : F → G linear mod H meaning that β = 0 and β + β — β ∈ H for all a, b in F. In this paper we show that the following hold: The (...) additive group of any nonstandard model ℤ* of the ring ℤ is isomorphic to βH for a certain β : ℤ*+/H → equation image linear mod H. equation image is isomorphic to βH for some β : equation image/H →ℚ linear mod H, though equation image is not the additive group of any model of Th and the exact sequence H → equation image → equation image/H is not splitting. (shrink)

Although thousands of articles and books appear annually in the field of nursing ethics, the sheer volume of scholarly publications points to the need to provide assessment and focus, and that is what this book offers. Nursing and Healthcare Ethics documents the work of nurse scholars in ethics, and goes well beyond a mere documentation of what has transpired and a list of what can be done in the future. It creatively looks back to assess previous accomplishments and forward to (...) find new directions and strengthen future scholarly contributions in nursing ethics. Critical thinking activities, organized by the book s themes (such as vulnerability, care and caring, diversity and disparity, and pain and suffering) are examples of applying these scholarly insights into practice. This book is intended not only for undergraduate and graduate students in academic settings, but also for those in professional development programs. (shrink)

The general and sports psychology research is limited regarding the difference between the effects of verbal encouragement or compliment methods during high-intensity functional exercise testing. The purpose of this study was to explore the effects of VE and compliments on the performance of the repeated change-of-direction sprint test. A total of 36 male students in secondary school participated voluntarily in the study. They were divided equally into three homogeneous groups [VE group, compliment group, and control group) and performed a standardized (...) one repetition RCOD. The RCOD test consisted of a 100°change in the direction at every 4 m. Outcomes included performance indices, rating of perceived exertion, and feeling scale scores. VE and the compliment increased the performance indices and RPE compared with the control group. In conclusion, VE during the exercise testing would be more beneficial for optimal performance and RPE compared with the compliment and control groups. However, the moods, during RCOD, reproduce more positively during compliment conditions than the VE and control groups. (shrink)

BackgroundConflict in Iraq has displaced millions of refugee youth. Warzone exposure and forced migration have unique acute and chronic impacts on youth, yet effects of exposure may not be universal across diverse refugee groups. Understanding how youth from various refugee groups are differentially affected by stress and trauma is critical to allocate resources and implement screening measures with the goal of providing early intervention.MethodTo identify the effects of warzone exposure and forced migration, a convenience sample of 48 Iraqi refugee youth (...) ages 6–17 was assessed within the first month of arrival to the United States. Youth provided self-reported severity of posttraumatic stress and anxiety symptoms; symptom severity was then compared with an existing sample of 135 Syrian refugee youth to explore whether refugee youth of different nationalities experience the same effects of warzone exposure and forced migration. These data are the baseline for a longitudinal developmental study of refugee health, which also includes parental data.ResultsSeverity of separation anxiety and negative alterations in cognition and mood were the greatest symptomatic concerns in Iraqi refugee youth. Thirty-eight percent of responding Iraqi youth showed possible indication of an anxiety disorder. Severity of posttraumatic stress symptoms was lower in Iraqi youth compared to Syrian youth. For both Iraqi and Syrian refugee youth, separation anxiety was the most significant concern, with more than 80% of both samples showing a possible indication of clinically significant separation anxiety.ConclusionThe present observational study indicated that Iraqi refugee youth experience a range of anxiety and posttraumatic stress symptoms following warzone exposure and forced migration; posttraumatic stress symptoms were less severe in Iraqi versus Syrian youth. Comparing refugee youth of different nationalities is of particular importance, as our results demonstrate that findings from one refugee population cannot easily be generalized to another. Clinical and research efforts should prioritize interventions to address separation anxiety in refugee youth, which was of concern in both samples. (shrink)

Derrida and the Inheritance of Democracy provides a theoretically rich and accessible account of Derrida's political philosophy. Demonstrating the key role inheritance plays in Derrida’s thinking, Samir Haddad develops a general theory of inheritance and shows how it is essential to democratic action. He transforms Derrida’s well-known idea of "democracy to come" into active engagement with democratic traditions. Haddad focuses on issues such as hospitality, justice, normativity, violence, friendship, birth, and the nature of democracy as he reads these (...) deeply political writings. (shrink)

We are living in an unprecedented era of biomedical revolution. Medicine is remaking humans, and controversy surrounds such topics as abortion, artificial organs, brain circuitry, eugenics, euthanasia, and gene therapy. At the same time, medical advances are posing complex ethical problems for both patients and professionals. The most comprehensive and up-to-date collection of its kind, Case Studies in Biomedical Ethics: Decision-Making, Principles, and Cases explores fundamental ethical questions arising from real situations faced by health professionals, patients, and others. Featuring a (...) wide range of more than 100 case studies drawn from current events, court cases, and physicians' experiences, the book is divided into three parts. Part I presents a basic framework for ethical decision-making in healthcare, covering such issues as separating evaluative questions from questions of fact; distinguishing between ethical and nonethical evaluations; and identifying the source of ethical judgments. Expanding upon this framework, Part II explains the ethical principles: beneficence and nonmaleficence, justice, respect for autonomy, veracity, fidelity, and avoidance of killing. Parts I and II provide students with the background to analyze the ethical dilemmas presented in Part III, which features cases on a broad spectrum of issues including abortion, genetics, mental health, confidentiality, health insurance, experimentation on humans, the right to refuse treatment, and death and dying. Each case is accompanied by the authors' commentary, which guides students in considering the issues. Ideal for undergraduate and graduate courses in biomedical ethics, bioethics, and medical ethics, Case Studies in Biomedical Ethics incorporates opening text boxes in each chapter that cross-reference relevant cases in other chapters. It also includes an appendix of important ethical codes and a glossary of key terms. (shrink)

Robert Veatch was a notable and prolific author in a variety of areas in philosophy, health care practice, and policy. However, it is evident by the sheer number of case study in ethics books, eighteen editions of case collections in all, that this approach to teaching ethics in the health sciences was especially important to him. A few of these case study collections he wrote alone, but the majority were written with co-authors from nursing, dentistry, pharmacy, allied health, and medicine, (...) drawing on their respective areas of disciplinary expertise and experience as educators. The aim of this article is to focus on the pedagogy and framework Veatch developed to expose students to the rudiments of philosophical ethics so they could understand the conflicts between values, principles, and ethical theories. Authentic clinical cases, he believed, were a useful way to engage students. Putting the two ideas together, Veatch argued the best method of structuring cases is “bootlegging theory in a topical structure” (Veatch, Robert M., Case analysis in ethics instruction. In: Amy Haddad (ed) Teaching and learning strategies in pharmacy ethics, Creighton University, Omaha, 85–97, 1992). Veatch’s rationale for this carefully planned systematic arrangement between case topics and philosophical ethics content are presented. The influence and input of co-authors from different disciplines are explored regarding case development and commentary content. Finally, the impact of these interdisciplinary case study textbooks on ethics instruction in the health sciences is evaluated. (shrink)

The relationship between national languages and schooling is a recurring theme in Derrida’s writings on education, playing an important role in the challenge he mounts to traditional understandings of the French State’s involvement in the teaching of philosophy. In this essay, I follow this thread of thinking across several of Derrida’s texts, paying specific attention to his diagnoses of positions arguing for a universal philosophical language on the one hand, and those elevating French as the proper language of philosophy on (...) the other. I demonstrate how, against these positions, an alternative understanding of relation between language and philosophical education starts to emerge in Derrida’s work, one in which translation is a key element. (shrink)

Derrida lived almost his entire life attached to educational institutions, his work was received across the globe predominantly in the academy, and he was politically and philosophically preoccupied with issues related to teaching and educational institutions for a decade. The author uses these two events to organize his presentation of the main themes in Derrida's discussions of education. With two opponents, themselves opposed, Groupe de recherches sur l’enseignement philosophique (GREPH) and Derrida thus had a double task – to prevent the (...) particular reforms from coming to pass, while developing alternative reforms in their place. The author examines Derrida's pursuit of this double task by focusing on his re‐articulation of three themes, each one central to the traditional view: the role of the teacher; the age of the student, and philosophy's relation to a national language. (shrink)

This essay explores the treatment of violence in Derrida's ethico-political work, stressing the underlying continuity of Derrida's thinking of politics, from his first reading of Levinas to one of the last notions he developed, autoimmunity. Haddad analyzes the use to which the idea of a “lesser violence” has been put, arguing that it is incompatible with Derrida's other claims.