Phrase re-ordering is a well-known obstacle to robust machine translation for language pairs with signiﬁcantly different word orderings. For Arabic-English, two languages that usually differ in the ordering of subject and verb, the subject and its modiﬁers must be accurately moved to produce a grammatical translation. This operation requires more than base phrase chunking and often deﬁes current phrase-based statistical decoders. We present a conditional random ﬁeld sequence classi- ﬁer that detects the full scope of Arabic noun phrase subjects in (...) verb-initial clauses at the Fβ=1 61.3% level, a 5.0% absolute improvement over a statistical parser baseline. We suggest methods for integrating the classiﬁer output with a statistical decoder and present preliminary machine translation results. (shrink)
We describe the educational character and leadership development processes used by the United States Air Force Academy that other educational institutions may find useful. Our processes include an integrated educational curriculum designed to complement and integrate the experiential learning that results in achieving specific organizational outcomes, co-curricular activities in cadet living, and a specific focus on the ethical development of leaders’ respect for human dignity and cultural competency as well as the mechanisms to assess and refine our processes.
The research presented in this paper used a case study approach to concentrate on the critical thinking preparation and skill sets of professors who, in turn, were expected to develop those same skills in their students. The authors interviewed community college instructors from both academic and work force disciplines. In general, the results of the study supported the researchers’ hypothesis that the ability to teach critical thinking was not necessarily intrinsic to a teaching professional. The authors of this study would (...) like to suggest the following as a means of strengthening critical thinking expertise in faculty:1. Analyze current levels of critical thinking skills among faculty.2. Plan opportunities to bolster personal critical thinking knowledge within faculty ranks and develop a common critical thinking language among faculty.3. Assist faculty where necessary to develop new instructional models to strengthen critical thinking within their classrooms and critical thinking assessment instruments. (shrink)
Ethical issues are pivotal to the practice of psychiatry. Anyone involved in psychiatric practice and mental healthcare has to be aware of the range of ethical issues relevant to their profession. An increased professional commitment to accountability, in parallel with a growing "consumer" movement has paved the way for a creative engagement with the ethical movement. The bestselling 'Psychiatric Ethics' has carved out a niche for itself as the major comprehensive text and core reference in the field, covering a range (...) of complex ethical dilemmas which face clinicians and researchers in their everyday practice. This new edition takes a fresh look at recent trends and developments at the interface between ethics and psychiatric practice. Coming ten years after the third edition, the editors have observed several emerging aspects of psychiatric practice requiring coverage, as a result, 5 new chapters have been added, including cutting edge topics - such as neuroethics. All other chapters have been fully revised and updated. The book will continue to be essential reading for psychiatrists, psychologists, other mental health professionals, and bioethicists, as well as of interest to policy makers, managers and lawyers. (shrink)
This is the first book to take a comprehensive look at white collar criminal offenses from the perspective of moral and legal theory. Focussing on the way in which key white collar crimes such as fraud, perjury, false statements, obstruction of justice, bribery, extortion, blackmail, insider trading, tax evasion, and regulatory and intellectual property offenses are shaped and informed by a range of familiar, but nevertheless powerful, moral norms.
The purpose of this workshop is to share our current work-in-progress and solicit feedback and ideas from our colleagues as we begin to design a research study based on a paper we presented at the 2005 Academy of Management conference, “The Ethical Implications of Power in Organizations.” Our paper examines the nexus of power and ethics in organizations, and how they are treated in the management, sociology, and psychology literature. Our discussion assumes a wide range of uses and abuses of (...) power, including but not limited to sexual harassment, anti-labor practices, excessive executive compensation, manipulation of stock prices, discrimination, environmental degradation, etc. In addition we surface and discuss the assumptions, norms, paradoxes, and practices of power in organizations in relation to business ethics. We have clustered these into two levels: organizational and individual, while realizing the interaction effects. (shrink)
The concept of cheating is ubiquitous in ourmoral lives: It occurs in contexts as varied asbusiness, sports, taxpaying, education,marriage, politics, and the practice of law. Yet despite its seeming importance, it is aconcept that has been almost completely ignoredby moral theorists, usually regarded either asa morally neutral synonym for non-cooperativebehavior, or as a generalized, unreflectiveterm of moral disapprobation. This articleoffers a ``normative reconstruction'''' of theconcept of cheating by showing both whatvarious cases of cheating have in common, andhow cheating is related (...) to, and differs from,other morally wrongful acts, such as stealing,promise-breaking, deceiving, disobedience, anddisloyalty. A paradigmatic account of cheating is developed that entails two elements: First, the cheater must violate a prescriptive (rather thandescriptive), mandatory (rather than optional),regulative (rather than practice-defining), andconduct-governing (as opposed todecision-governing) rule. Second, the rulemust be fair and enforced even-handedly, andmust be violated with an intent to obtain anadvantage over some party with whom therule-breaker is in a cooperative, rule-governedrelationship. Along the way is a discussion ofpuzzling cases of ``judicial cheating,''''``strategic cheating,'''' cheating because``everyone else is doing it,'''' ``cheatingoneself,'''' ``altruistic cheating,'''' and ``ulteriormotive cheating.'''' The article then applies thecheating paradigm in the context of whitecollar criminal law, arguing that the conceptof cheating provides a better framework forexplaining the ``moral wrongfulness'''' thatunderlies and helps to define offenses such astax evasion and insider trading. (shrink)
We suggest that anecdotes have evidentiary value in interpreting nonhuman primate behavior. We also believe that any outcome from the experiments proposed by Heyes can be interpreted as a product of previous experience with trainers or as associative learning using the experimental cues. No potential outcome is clearcut evidence for or against the theory of mind proposition.
Although the AICPA Code of Professional Conduct emphasizes the importance of education in ethics, very little is known about how and when the Code and the topic of ethics can be presented to enhance the effectiveness of ethics-oriented education. The purpose of this research was to provide preliminary evidence about the ethical development of students prior to, and immediately following, such courses. We found that: (1) accounting students, after taking an auditing course which emphasized the AICPA Code, reasoned at higher (...) levels than students who had not taken the course; (2) there were no differences in moral reasoning levels when accounting and non-accounting majors were compared prior to an auditing course; and (3) there was a significant relationship between the Seniors' levels of ethical development and the choice of an ethical versus unethical action. It was concluded that an auditing course emphasizing the 'spirit' of the Code can have a positive impact on the ethical behaviour of some of the future members of the accounting profession. (shrink)
In response to recent recommendations for the teaching of principled moral reasoning in business school curricula, this paper assesses the viability of such an approach. The results indicate that, while business students' level of moral reasoning in this sample are like most 18- to 21-year-olds, they may be incapable of grasping the concepts embodied in principled moral reasoning. Implications of these findings are discussed.