Many studies have documented gender differences in attitudes toward and experiences with science. Compared to men, for example, women are less likely to study science and to pursue careers in science-related fields. Given these findings, should we expect gender differences in support for scientific involvement in U.S. environmental policy? This study empirically examines the relationship of gender to attitudes toward science and preferred roles of scientists in environmental policy among various environmental policy participants. Data collected in 2006 and 2007 from (...) national surveys of four different groups involved in environmental policy and management suggest that social context, including education and occupation, shapes the way that gender matters. Specifically, we find that gender is less important among scientists and managers than among interest groups and the general population regarding attitudes toward science and views about preferred roles of scientists in environmental decision making. (shrink)

Ethics courses are most commonly evaluated using reaction measures. However, little is known about the specific types of reaction data being collected and how these reaction data relate to improvements in trainee performance. Using a sample of 381 ethics training sessions, major reaction data categories were identified. Content and course satisfaction were the most frequently collected types of reaction criteria. Furthermore, content relevance and course satisfaction showed strong, positive relationships with performance criteria, whereas content satisfaction demonstrated a moderate, negative relationship. (...) These results and future directions for ethics training evaluation are discussed. (shrink)

Given the growing public concern and attention placed on cases of research misconduct, government agencies and research institutions have increased their efforts to develop and improve ethics education programs for scientists. The present study sought to assess the impact of these increased efforts by sampling empirical studies published since the year 2000. Studies published prior to 2000 examined in other meta-analytic work were also included to provide a baseline for assessing gains in ethics training effectiveness over time. In total, this (...) quantitative review consisted of 66 empirical studies, 106 ethics courses, 150 effect sizes, and 10,069 training participants. Overall, the findings indicated that ethics instruction resulted in sizable benefits to participants and has improved considerably within the last decade. A number of specific findings also emerged regarding moderators of instructional effectiveness. Recommendations are discussed for improving the development, delivery, and evaluation of ethics instruction in the sciences. (shrink)

Although education in the responsible conduct of research is considered necessary, evidence bearing on the effectiveness of these programs in improving research ethics has indicated that, although some programs are successful, many fail. Accordingly, there is a need for systematic evaluation of ethics education programs. In the present effort, we examine procedures for evaluation of ethics education programs from a multilevel perspective: examining both within-program evaluation and cross-program evaluation. With regard to within-program evaluation, we note requisite designs and measures for (...) conducting systematic program evaluation have been developed and multiple measures should be applied in program evaluation. With regard to cross-program evaluation, we argue that a meta-analytic framework should be employed where analyses are used to identify best practices in ethics education. The implications of this multilevel approach for improving responsible conduct of research educational programs are discussed. (shrink)

As scientific and engineering efforts become increasingly global in nature, the need to understand differences in perceptions of research ethics issues across countries and cultures is imperative. However, investigations into the connection between nationality and ethical decision-making in the sciences have largely generated mixed results. In Study 1 of this paper, a measure of biases and compensatory strategies that could influence ethical decisions was administered. Results from this study indicated that graduate students from the United States and international graduate students (...) studying in the US are prone to different biases. Based on these findings, recommendations are made for developing ethics education interventions to target these decision-making biases. In Study 2, we employed an ethics training intervention based on ethical sensemaking and used a well-established measure of ethical decision-making that more fully captures the content of ethical judgment. Similar to Study 1, the results obtained in this study suggest differences do exist between graduate students from the US and international graduate students in ethical decision-making prior to taking the research ethics training. However, similar effects were observed for both groups following the completion of the ethics training intervention. (shrink)

Predictive modeling in education draws on data from past courses to forecast the effectiveness of future courses. The present effort sought to identify such a model of instructional effectiveness in scientific ethics. Drawing on data from 235 courses in the responsible conduct of research, structural equation modeling techniques were used to test a predictive model of RCR course effectiveness. Fit statistics indicated the model fit the data well, with the instructional characteristics included in the model explaining approximately 85% of the (...) variance in RCR instructional effectiveness. Implications for using the model to develop and improve future RCR courses are discussed. (shrink)

Examining the subtle forms of aggression, violence, and harassment that occur in our society and manifest in institutions and places of work, the expert contributors collected here describe the experience of social marginalization and expose how vulnerable individuals work to navigate exclusionary climates. This volume explores how bodies disrupt the status quo in multiple contexts and locations; provides insights into how institutions are structured and how practices that may cause harm are maintained; and, finally, considers progressive and proactive alternatives. This (...) book will be a key resource for academics and professionals in education, sociology, nursing, law, business and political science, as well as organizations and policymakers grappling with aggression in the workplace. (shrink)

Late Babylonian astronomical texts contain records of the stationary points of the outer planets using three different notational formats: Type S where the position is given relative to a Normal Star and whether it is an eastern or western station is noted, Type I which is similar to Type S except that the Normal Star is replaced by a reference to a zodiacal sign, and Type Z the position is given by reference to a zodiacal sign, but no indication of (...) whether the station is an eastern or western station is included. In these records, the date of the station is sometimes preceded by the terms in and/or EN. We have created a database of station records in order to determine whether there was any pattern in the use of these notation types over time or an association with any bias in the station date or the type of text the station was recorded in. Predictive texts, which include Almanacs and Normal Star Almanacs, almost always use Type Z notation, while the Diaries, compilations, and Goal-Year Texts use all three types. Type Z records almost never include in or EN, while other types seem to include these interchangeably. When compared with modern computed station dates, the records show bias toward earlier dates, suggesting that the Babylonians were observing dates when the planets appeared to stop moving rather than the true station. Overlapping reports, where a station on the same date was recorded in two or more texts, suggest that predicted station dates were used to guide observations, and that the planet’s position on the predicted stationary date was the true point of the observation rather than the specific date of the stationary point. (shrink)

In this article, the authors argue that having daughters has the potential of sensitizing parents to issues of gender equity. Because parents invest a significant amount of themselves in their children, anticipated and actual struggles that their children face, and the public policies addressing those struggles, take on increased salience. We find that both fathers' and mothers' support for public policies designed to address gender equity increases when parents have daughters only. The findings are stronger for men, suggesting that child (...) rearing might provide a mechanism for social change whereby fathers' connection with their daughters undermines their commitment to patriarchy. At the same time, when men have sons only, they show the least support for gender equity public policies, suggesting that wanting what is best for their children may keep men from challenging their patriarchal dividend. (shrink)

Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were (...) identified through this clustering procedure, and these instructional approaches showed different levels of effectiveness. Instructional effectiveness was assessed based on one of nine commonly used ethics criteria. With respect to specific training types, Professional Decision Processes Training and Field-Specific Compliance Training appear to be viable approaches to ethics training based on Cohen’s d effect size estimates. By contrast, two commonly used approaches, General Discussion Training and Norm Adherence Training, were found to be considerably less effective. The implications for instruction in ethics training are discussed. (shrink)

Requirements for business ethics education and organizational ethics trainings mark an important step in encouraging ethical behavior among business students and professionals. However, the lack of specificity in these guidelines as to how, what, and where business ethics should be taught has led to stark differences in approaches and content. The present effort uses meta-analytic procedures to examine the effectiveness of current approaches across organizational ethics trainings and business school courses. to provide practical suggestions for business ethics interventions and research. (...) Thus, the primary questions driving this research are as follows: what course characteristics moderate the effectiveness of ethics instruction?, and have ethics education and training efforts improved? Findings suggest that professional, focused, and workshop-based training programs are especially effective for improving business ethics. However, results also reveal considerable problems with many of the criteria used to evaluate the effectiveness of business ethics interventions. Practical suggestions for course design and evaluation in business ethics efforts are discussed along with future research needs. (shrink)

Requirements for business ethics education and organizational ethics trainings mark an important step in encouraging ethical behavior among business students and professionals. However, the lack of specificity in these guidelines as to how, what, and where business ethics should be taught has led to stark differences in approaches and content. The present effort uses meta-analytic procedures to examine the effectiveness of current approaches across organizational ethics trainings and business school courses. to provide practical suggestions for business ethics interventions and research. (...) Thus, the primary questions driving this research are as follows: what course characteristics moderate the effectiveness of ethics instruction?, and have ethics education and training efforts improved? Findings suggest that professional, focused, and workshop-based training programs are especially effective for improving business ethics. However, results also reveal considerable problems with many of the criteria used to evaluate the effectiveness of business ethics interventions. Practical suggestions for course design and evaluation in business ethics efforts are discussed along with future research needs. (shrink)

As scientific and engineering efforts become increasingly global in nature, the need to understand differences in perceptions of research ethics issues across countries and cultures is imperative. However, investigations into the connection between nationality and ethical decision-making in the sciences have largely generated mixed results. In Study 1 of this paper, a measure of biases and compensatory strategies that could influence ethical decisions was administered. Results from this study indicated that graduate students from the United States and international graduate students (...) studying in the US are prone to different biases. Based on these findings, recommendations are made for developing ethics education interventions to target these decision-making biases. In Study 2, we employed an ethics training intervention based on ethical sensemaking and used a well-established measure of ethical decision-making that more fully captures the content of ethical judgment. Similar to Study 1, the results obtained in this study suggest differences do exist between graduate students from the US and international graduate students in ethical decision-making prior to taking the research ethics training. However, similar effects were observed for both groups following the completion of the ethics training intervention. (shrink)

Averroès, musulman andalou du XIIe siècle, discute le " De anima " d'Aristote dans une approche rationalisante du rapport entre religion et philosophie, entre étude de la vérité révélée et surnaturelle, et étude démonstrative de l'univers. La béatitude spirituelle de l'homme est décrite dans le Coran. En philosophie, elle serait l'union de son intellect à l'intellect agent universel.

Let L[E] be an iterable tame extender model. We analyze to which extent L[E] knows fragments of its own iteration strategy. Specifically, we prove that inside L[E], for every cardinal K which is not a limit of Woodin cardinals there is some cutpoint t K > a>ω1 are cardinals, then ◊$_{K.\lambda }^* $ holds true, and if in addition λ is regular, then ◊$_{K.\lambda }^* $ holds true.

Dans cet article nous avons essayé d'examiner la valeur de l'attribution traditionelle du commentaire De Anima à Simplicius. En comparant ce traité aux grands commentaires de Simplicius (sur les Catégories, la Physique et le De Caelo d'Aristote), nous avons été en effet frappés par les divergences de style, et de langue, ainsi que par la différente manière de commenter. Dans la première partie nous démontrons que l'auteur de l'In D.A. a écrit également la Metaphrasis in Theophrastum, qui nous a été (...) transmise sous le nom de Priscien le Lydien. 1° Dans le In D.A. l'auteur renvoie à une de ses œuvres, qu'il appelle „Epitomé de la Physique de Théophraste". En réalité, cette référence se rapporte à un passage de la Métaphrase de Priscien, où la même problématique est exposée dans des termes identiques. — 2° Une comparaison détaillée, qui porte sur l'ensemble des deux œuvres, nous révèle une telle ressemblance de style et de pensée — il y a même des phrases à peu près identiques — qu'elle ne peut s'expliquer que par l'hypothèse de l'identité de l'auteur. Dans la deuxième partie nous essayons d'identifier l'auteur de ces deux œuvres qui pourtant nous ont été transmises sous deux noms différents. L'étude de la tradition directe et indirecte n'apporte guère de solution, puisque l'attribution des deux textes, l'un à Simplicius, l'autre à Priscien, y paraît très solide. Ce n'est donc que par une critique interne de l'In D.A., notamment par la confrontation avec les commentaires de Simplicius, dont l'attribution est certaine, que la question pourra être tranchée. 1° Dans l'In D.A. l'auteur renvoie trois fois à son commentaire sur la Physique. Pourtant, il est bien difficile de retrouver dans le grand commentaire de Simplicius trois passages dont le contenu et surtout le vocabulaire prouvent que l'auteur s'y réfère. — 2° Dans l'In D.A. on ne retrouve pas les traits caractéristiques de la méthode de commenter de Simplicius, ni l'approche du texte par la documentation historique, ni les longues discussions avec les exégètes antérieurs, ni l'exposé prolixe et bien structuré; d'autre part aucun des commentaires de Simplicius ne témoigne de la phraséologie tortueuse de notre oeuvre, ni de ses formules stéréotypées. — 3° La différence doctrinale est encore plus importante. Nulle part chez Simplicius n'apparaît la théorie de l'âme comme όριστική, qui est si fondamentale dans l'In D.A. (όρίζω y est un concept-clé). Les rares digressions de l'In D.A. à propos de questions physiques et logiques ne correspondent pas aux exposés de Simplicius sur les mêmes problèmes. Ainsi nous avons confronté la doctrine de la ‚physis', de l'âme et de son ‚automotion’ et enfin le rapport entre le ‚genre’ et les différences ‚constitutives’ et ‚diérétiques’. De tout cela se dégage une telle divergence entre l'In D. A. et les autres commentaires qu'elle ne peut s'expliquer par une évolution chez Simplicius lui-même. L'in D.A. lui est donc faussement attribué; et puisque nous avons établi que ce commentaire est du même auteur que la Métaphrase, nous pouvons conclure qu'il a été vraisemblablement écrit par Priscien le Lydien, un philosophe néoplatonicien dont nous savons seulement qu'il a accompagné Damascius et Simplicius en exil en Perse. (shrink)

In this paper we shall answer some questions in the set theory of L, the universe of all sets constructible from the reals. In order to do so, we shall assume ADL, the hypothesis that all 2-person games of perfect information on ω whose payoff set is in L are determined. This is by now standard practice. ZFC itself decides few questions in the set theory of L, and for reasons we cannot discuss here, ZFC + ADL yields the most (...) interesting “completion” of the ZFC-theory of L.ADL implies that L satisfies “every wellordered set of reals is countable”, so that the axiom of choice fails in L. Nevertheless, there is a natural inner model of L, namely HODL, which satisfies ZFC.. The superscript “L” indicates, here and below, that the notion in question is to be interpreted in L.) HODL is reasonably close to the full L, in ways we shall make precise in § 1. The most important of the questions we shall answer concern HODL: what is its first order theory, and in particular, does it satisfy GCH?These questions first drew attention in the 70's and early 80's. (shrink)

Over the last decades, the Commissio Leonina has built up a very strong reputation. Editions such as theSentencia libri De anima and the Sentencia libri de sensu et sensato by R.-A. Gauthier or the commentaries on Boethius by P.-M. Gils, L.-J. Bataillon and C.A. Grassi have set new philological standards, not only because of their fine critical introductions and excellent reconstructions of Thomas Aquinas’ texts, but also because of their rich and accurate apparatus fontium. It may be doubted, however, whether (...) the present edition of De spiritualibus creaturis by Father J. Cos lives up to the same high standards. (shrink)

In this paper we shall answer some questions in the set theory of L, the universe of all sets constructible from the reals. In order to do so, we shall assume ADL, the hypothesis that all 2-person games of perfect information on ω whose payoff set is in L are determined. This is by now standard practice. ZFC itself decides few questions in the set theory of L, and for reasons we cannot discuss here, ZFC + ADL yields the most (...) interesting “completion” of the ZFC-theory of L.ADL implies that L satisfies “every wellordered set of reals is countable”, so that the axiom of choice fails in L. Nevertheless, there is a natural inner model of L, namely HODL, which satisfies ZFC.. The superscript “L” indicates, here and below, that the notion in question is to be interpreted in L.) HODL is reasonably close to the full L, in ways we shall make precise in § 1. The most important of the questions we shall answer concern HODL: what is its first order theory, and in particular, does it satisfy GCH?These questions first drew attention in the 70's and early 80's. (shrink)

Let M\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathcal{M}}$$\end{document} be a fine structural mouse. Let D\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathbb{D}}$$\end{document} be a fully backgrounded L[E]\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${L[\mathbb{E}]}$$\end{document}-construction computed inside an iterable coarse premouse S. We describe a process comparing M\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathcal{M}}$$\end{document} with D\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathbb{D}}$$\end{document}, through forming iteration trees on M\documentclass[12pt]{minimal} \usepackage{amsmath} (...) \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathcal{M}}$$\end{document} and on S. We then prove that this process succeeds. (shrink)

Jablonka & Lamb's (J&L's) book is refreshing in that it debunks the exclusively gene-centered approach used these days to explain almost anything about life and human behavior. The book is very accessible and most convincing when the authors discuss biological theories of genetic and epigenetic inheritance, but it does not shy away from the more slippery terrain of behavioral and symbolic inheritance, and specifically the origins of language. But is the analogy appropriate?

La logique spécifique des jugements de valeur est à chercher dans le discours rhétorique. Cette thèse développée par Ch. Perelman dans L'Empire rhétorique (1977) nous rappelle l'introduction à l'éthique de Jean Buridan (XIVe s.). Selon Buridan la philosophie morale ne peut se contenter d'appliquer la logique générale: elle a besoin d'une logique spéciale, une „logique morale” qui n'est rien autre que la technique persuasive qu'on étudie dans la Rhétorique. Roger Bacon (XlIIe s.) a même essayé d'intégrer cette rhétorique dans l'éthique (...) : elle est la partie pratique de la science morale. Bien que leur textes rappellent parfois les considérations de la ‘nouvelle rhétorique’, la relation entre l'éthique et la rhétorique y est envisagée d'une manière toute différente. Pour les auteurs médiévaux la rhétorique est une science auxiliaire de l'éthique : elle sert de liaison entre la théorie et la pratique. Dans la partie théorétique de l'éthique la logique ‘générale’ reste en vigeur. Ce n'est que pour mettre en pratique les règles et valeurs qui ont été ‘démontrées’ par la théorie qu'on a recours à la technique persuasive et sa logique ‘spéciale’. La rhétorique n'a donc qu'une fonction subsidaire. On retrouve la même conception au début des temps modernes chez Francis Bacon qui attribue à la rhétorique la fonction d'appliquer le dictamen rationis à l'imagination pour exciter ainsi la volonté. Une tout autre conception est défendue par l'humaniste Lorenzo Valla qui essaie de réintégrer l'argumentation morale dans le discours rhétorique où elle trouve sa place originaire. Notre propre point de vue est développé en confrontation avec Aristote, de qui nous avons hérité le projet d'une ‘science pratique’ et l'ambiguité qui en est inhérente 1° La rhétorique présuppose l'éthique. 2° L'éthique qui se veut epistème, ne relève pas de la rhétorique qui n'est qu'une technè. Elle se présente comme une science à caractère dialectique. 3° Les difficultés arrivent dès qu'on exalte la fonction pratique de cette science (cf. récemment R. Hare). Dès que l'éthique veut être efficace dans la vie concrète, elle devient une argumentation qui relève plutôt du discours épidectique (Weltanschauung). Notre société, en pleine crise morale, a certainement besoin d'un tel discours qui essaie d'intensifier l'adhésion à des valeurs morales. Mais il nous semble qu'il reste à côté d'un tel discours - en pleine expansion des nos jours - une place bien discrète pour une reflection critique qui en analyse les raisons : qui n'est pas inutile, bien que peu efficace. (shrink)

Dans son De abstinentia, cette fervente apologie du végétarisme, Porphyre s'élève nécessaire pour pouvoir vivre „selon l'esprit”. Notre esprit est par sa nature „impassible”, disent-ils, et son activité n'est même pas entravée par les affections sensibles que nous éprouvons. Il ne faut donc pas se soucier de ce qu'on mange : tout cela est indifférent à la vie de l'esprit. Cette conception a corrompu même beaucoup de „barbares” : par mépris de ce monde ils se sont jetés sur tout forme (...) de plaisir pensant qu'ils ne peuvent être souillés par aucune chose matérielle à cause de „la profondeur de leur liberté”. Ces barbares critiqués par Porphyr sont des gnostiques, comme on peut le démontrer par plusieurs textes parallèles. La mêmes critique de leur indifférentisme éthique se rencontre déjà chez Plotin (II, 9). On ne peut pourtant nier qu'il y a une certaine ressemblance entre la conception gnostique et la doctrine plotinienne de l'âme. Pour Plotin l'âme ne descend jamais tout entière dans la génération : sa partie supérieure reste „en haut”, toujours pensant et impassible. Probablement, il y avait des gens dans le groupe de Plotin qui associaient ses idées à la conception gnostique de l'esprit „inaltérable” et en tiraient les mêmes conséquences amorales. Ce sont eux qui sont visés par Porphyre dans De abst., I, p. 113-118. (shrink)

Pressing and urgent domestic problems were the justification for L. Cornelius Sulla's election to the dictatorship in 82b.c.He responded with an extensive legislative programme which reorganized the judicial and legislative processes of theres publica. While there is agreement, in broad terms, about the nature of these changes, their purpose and significance remain debated. None the less, there is general consensus that the Senate's role in Sulla'sres publicawas enhanced in comparison with earlier periods. This conclusion is based on the increase in (...) the size of the Senate; on the monopoly it resumed of judicial decision-making in theiudicia publica; and on the extension, in practice, of its legislative capacity, given that its decrees could not be vetoed by tribunes of the plebs, who had also lost their capacity to put forward legislation. Flower offers a recent and concise summary: ‘This new “consensus” of Sulla was based on force and on the necessity of agreeing with Sulla himself, and subsequently with his new, mighty senate that was expected to wield unprecedented power and absolute authority.’. (shrink)

The “new” theory of Carpendale & Lewis (C&L) needs be compared with existing elaborated and tested models concerning the social origins underpinning the sense of being a person with thoughts and feelings in relation to others. Illustrations are provided from contemporary attachment theory and research in the context of questioning the potential legacy of Piaget as a theorist of social relationships.

Dans ce volume considérable, on été réunies les contributions d'un Congrès international tenu à Louvain en 1998 pour marquer l'achèvement de la première édition de la Théologie Platonicienne de Proclus. Ces contributions, toutes rigoureusement centrées sur la Théol. Plat. concernent (1) les principes et les sources de la Théol. plat. (2) Les méthodes théologiques de Proclus (3) La postérité de la Théol. plat. dans le monde grec, païen comme chrétien, et dans le monde islamique. Des indices très détaillés permettent de (...) retrouver tous les passages cités et commentés dans ce volume. (shrink)