An important element of Natural Language Processing is parts of speech tagging. With fine-grained word-class annotations, the word forms in a text can be enhanced and can also be used in downstream processes, such as dependency parsing. The improved search options that tagged data offers also greatly benefit linguists and lexicographers. Natural language processing research is becoming increasingly popular and important as unsupervised learning methods are developed. There are some aspects of the Albanian language that make the creation of a (...) part-of-speech tag set challenging. This research provides a discussion of those issues linguistic phenomena and presents a proposal for a part-of-speech tag set that can adequately represent them. The corpus contains more than 250,000 tokens, each annotated with a medium-sized tag set. The Albanian language’s syntagmatic aspects are adequately represented. Additionally, in this paper are morphologically and part-of-speech tagged corpora for the Albanian language, as well as lemmatize and neural morphological tagger trained on these corpora. Based on the held-out evaluation set, the model achieves 93.65% accuracy on part-of-speech tagging, The morphological tagging rate was 85.31 % and the lemmatization rate was 88.95%. Furthermore, the TF-IDF technique weighs terms and with the scores are highlighted words that have additional information for the Albanian corpus. (shrink)

This article contends that theological training supported by effective mentoring can contribute to the shaping of theology students in terms of their spiritual growth, character development and ministry formation. It is further argued that mentoring as a supportive pedagogy needs to be an essential element of theological education. Subsequently, guidelines for making mentoring an effective pedagogy in theological training are proposed. A lot has been written about mentoring; however this article focuses on the use of mentoring as a (...) supportive pedagogy in denominational seminaries as a means of fostering the holistic development of theology students. (shrink)

Secondary school teachers, trained as empowered mentors, were asked about their new role 2 years after the introduction of school-based initial teacher training. Kelly's repertory grid encouraged the development of personal constructs. The mentors demonstrated deep structure constructs which would not have been easily recognised by university tutors making relatively brief school visits. It is concluded that the mentors have reached a stage where continued experience in the role will not, per se, lead to improved skills. A number of (...) tensions within the role were highlighted, most of which are inherent in the school-based model, but some of which attach specifically to empowerment. Support for mentors not recognising such ambiguities is important. Mentor empowerment does appear to be a viable model of mentoring in school-based ITT, but continued training and changes in the type of support available is necessary. The place of appropriate theory at all stages of professional development was recognised. (shrink)

Dans cet article nous analysons des écrits réflexifs de fin de formation de mentors, afin d’identifier les marques de transformation de l’identité professionnelle et de l’agir professionnel. Nous proposons une analyse thématique et langagière des textes en tant que porteurs d’un rapport au monde professionnel en cours d’élaboration. Nous mettons en évidence que ces textes contiennent des traces de renormalisations issues des apprentissages conceptuels et formels autant que des apprentissages expérientiels réalisés durant la formation. Cette analyse interroge au bout du (...) compte la formation elle-même avec ses multiples attendus. (shrink)

Research shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades. They were randomly assigned to one of four conditions in a 2-x-2 between-subjects design of mentoring type (traditional mentoring versus e-mentoring) and mentoring context (non-pandemic versus COVID-19 pandemic). Participants assessed mentoring conducted under these four conditions in (...) terms of its appropriateness for achieving four mentoring program targets: learning, key skills, social targets, and problem coping. Participants were also asked to assess the resources available to achieve each program target. Overall, the potential mentors considered the various conditions to be suitable for achieving the four program targets. They were particularly favorable in their assessment of the possibility for the realization of learning targets. Likewise, they assumed that sufficient resources were available to achieve the targets. However, a repeated-measures MANOVA showed that the potential mentors considered more ambitious targets to be possible in traditional mentoring than in e-mentoring and normal (i.e., pre-pandemic) contextual conditions than during the COVID-19 pandemic. In contrast, they estimated the resources available to achieve the targets to be about the same in the four conditions. This indicates a decoupling of mentoring targets from the consideration of the resources needed to achieve them. This assumption was confirmed in correlation analyses and has implications for mentor training. (shrink)

The aim of this article is to offer a view of the current status of women in medical physics and biomedical engineering, while focusing on solutions towards gender balance and providing examples of current activities carried out at national and international levels. The International Union of Physical and Engineering Scientists in Medicine is committed to advancing women in science and health and has several initiatives overseen by the Women in Medical Physics and Biomedical Engineering Task Group. Some of the main (...) strategies proposed by the Task Group to attain gender balance are: (a) identify and promote female role models that achieve successful work-life balance, (b) establish programs to develop female leaders, (c) create opportunities for females to increase the international visibility within the scientific community, and (d) establish archives and databases of women in STEM. (shrink)

In this article it is argued that there are barriers to effective and non-discriminatory practice when mentoring overseas nurses within the National Health Service (NHS) and the care home sector. These include a lack of awareness about how cultural differences affect mentoring and learning for overseas nurses during their period of supervised practice prior to registration with the UK Nursing and Midwifery Council. These barriers may demonstrate a lack of effective teaching of ethical practice in the context of cultural diversity (...) in health care. This argument is supported by empirical data from a national study. Interviews were undertaken with 93 overseas nurses and 24 national and 13 local managers and mentors from six research sites involving UK health care employers in the NHS and independent sectors in different regions of the UK. The data collected showed that overseas nurses are discriminated against in their learning by poor mentoring practices; equally, from these data, it appears that mentors are ill-equipped by existing mentor preparation programmes to mentor overseas-trained nurses from culturally diverse backgrounds. Recommendations are made for improving mentoring programmes to address mentors’ ability to facilitate learning in a culturally diverse workplace and thereby improve overseas nurses’ experiences of their supervised practice. (shrink)

Despite more than 25 years of a requirement for training in the responsible conduct of research, there is still little consensus about what such training should include, how it should be delivered, nor what constitutes “effectiveness” of such training. This lack of consensus on content, approaches and outcomes is evident in recent data showing high variability in the development and implementation of RCR instruction across universities and programs. If we accept that one of the primary aims of (...) instruction in RCR/research ethics is “to foster a community of social responsibility”, then it makes sense to consider the research environment itself—where learning one’s science happens where one also engages in social interaction around that science. In order to take the best advantage of that already existing/naturally occurring research environment, the authors, through a deliberative, collaborative, and integrative process, crafted a workshop curriculum meant to arm research faculty with concrete and specific tools to effectively introduce research ethics in the context of the research environment. (shrink)

BackgroundThere is increasing need for peer reviewers as the scientific literature grows. Formal education in biostatistics and research methodology during residency training is lacking. In this pilot study, we addressed these issues by evaluating a novel method of teaching residents about biostatistics and research methodology using peer review of standardized manuscripts. We hypothesized that mentored peer review would improve resident knowledge and perception of these concepts more than non-mentored peer review, while improving review quality.MethodsA partially blinded, randomized, controlled multi-center (...) study was performed. Seventy-eight neurology residents from nine US neurology programs were randomized to receive mentoring from a local faculty member or not. Within a year, residents reviewed a baseline manuscript and four subsequent manuscripts, all with introduced errors designed to teach fundamental review concepts. In the mentored group, mentors discussed completed reviews with residents. Primary outcome measure was change in knowledge score between pre- and post-tests, measuring epidemiology and biostatistics knowledge. Secondary outcome measures included level of confidence in the use and interpretation of statistical concepts before and after intervention, and RQI score for baseline and final manuscripts.ResultsSixty-four residents (82%) completed initial review with gradual decline in completion on subsequent reviews. Change in primary outcome, the difference between pre- and post-test knowledge scores, did not differ between mentored (−8.5%) and non-mentored (−13.9%) residents (p = 0.48). Significant differences in secondary outcomes (using 5-point Likert scale, 5 = strongly agree) included mentored residents reporting enhanced understanding of research methodology (3.69 vs 2.61; p = 0.001), understanding of manuscripts (3.73 vs 2.87; p = 0.006), and application of study results to clinical practice (3.65 vs 2.78; p = 0.005) compared to non-mentored residents. There was no difference between groups in level of interest in peer review (3.00 vs 3.09; p = 0.72) or the quality of manuscript review assessed by the Review Quality Instrument (RQI) (3.25 vs 3.06; p = 0.50).ConclusionsWe used mentored peer review of standardized manuscripts to teach biostatistics and research methodology and introduce the peer review process to residents. Though knowledge level did not change, mentored residents had enhanced perception in their abilities to understand research methodology and manuscripts and apply study results to clinical practice. (shrink)

How should clinical ethicists be trained? Scholars have stated that clinical ethics fellowships create well-trained, competent ethicists. While this appears intuitive, few features of fellowship programs have been publicly discussed, let alone debated. In this paper, we examine how fellowships can foster effective mentoring relationships. These relationships provide the foundation for the fellow’s transition from novice to competent professional. In this essay, we begin by discussing our pedagogical commitments. Next, we describe the structures our program has created to assist our (...) fellows in becoming competent ethicists. We then outline the kinds of knowledge, skills, and professional attributes mentors should possess. Following this, we focus on the knowledge, skills, and professional attributes that fellows develop as they co-create effective mentoring relationships. We will not prescribe a single approach to fellowship training; instead, our perspective will, we hope, become a catalyst for further conversation on training and mentoring clinical ethics fellows. (shrink)

Drawing insight from affective events theory, this study presents a new dimension of perceived organizational politics and job attitudes. The motivation for this study was based on the fact that perceived organizational politics affect job attitudes and that personal resources moderate the direct relationship between perceived organizational politics and job attitudes in the context of the higher-education sector. In this regard, the data was collected through purposive sampling from 310 faculty members from higher-education institutions in Pakistan. To test the relationships (...) among the variables, we employed structural equation modeling via the AMOS software version 24.0. The results indicated that perceived organizational politics were significantly negatively related to job satisfaction. Moreover, perceived organizational politics were non-significantly related to job involvement. Political skill and work ethic weakened the relationship between perceived organizational politics and job satisfaction. We anticipated that these personal resources could mitigate the negative effect of perceived organizational politics and job attitudes. This study also suggests organizations to train their employees to develop essential personal skills. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rita Gross as Teacher, Mentor, FriendKathleen M. ErndlI have been asked to speak about the work of Rita Gross from the point of view of someone who was once her student. Not only was I her student, I was one of her very first students. She was my first teacher of religious studies during my first semester of college in the first semester of her first full-time academic (...) position. The year was 1971; the place was New College, a small, alternative liberal arts college in Sarasota, Florida. As the eldest child in the second generation of a working-class immigrant family, I was the first person in my family to pursue higher education. While none of my grandparents had completed high school, both of my parents were high school graduates and my father had risen to a professional level as an engineer through on-the-job training and his own diligence, so my attending college was perhaps the next logical step in achieving the "American dream." However, my choice of college was a bit unusual.New College, as might be expected by its name (though I later discovered was named after a college at Oxford), was new and relatively unknown, lacking a football team and an engineering school, which my parents, with their limited knowledge of higher education, considered essential. But by this time I was somewhat of an educational radical, having been influenced by Angela Davis and Paolo Freire.1 A local newspaper article of the time described New College students as "rich, radical, and hedonistic" (I can only attest to ever having been one of the above). The Underground Guide to the College of Your Choice2 described New College as a place where students taught the classes and where "chicks suffer from underwear famine." While this was somewhat of an overstatement, it was the kind of place where students initiated courses, were largely free from required courses, conducted unusual independent research, came to class barefoot, and sat on the floor. In any case, as the first in my working-class immigrant family to attend college and as an idealist who had chafed against a system that I felt, to paraphrase Henry David Thoreau, allowed schooling to interfere with education, I was excited to be in any college and especially in one with a reputation for experimental modes of learning.When I went to meet my assigned faculty advisor to figure out my schedule and negotiate a "contract" of study, I was told that I had been reassigned to a new faculty member who was "young and full of energy." This, of course, was Rita Gross. Asian religious and cultural traditions place a strong significance on the first meeting with [End Page 57] one's teacher. To be honest, I do not remember much about our first meeting, but I can say in retrospect that it was life changing. After meeting with her, I decided to take her course, Indian Religions I, as well as courses in philosophy, literature, and constitutional law. On my first day of college, my initial plan had been to major in philosophy, with a focus on legal philosophy, with the eventual goal of law school and practicing constitutional, civil rights, or public interest law. But my experience in that Indian Religions I course changed that plan forever. I subsequently took Indian Religions II, then Indian Religious III, and by that time I was hooked. I took several other courses with Rita, including East Asian Religions and a tutorial on Primal Religions. In January of my second year, at Rita's encouragement, I went to Sri Lanka on a study program, doing a project under Rita's direction on lay Buddhist practices. By the time I returned to New College for my third and final year, Rita had already left for the University of Wisconsin-Eau Claire, but that was not the end of our association. We have stayed in contact for almost forty years now, meeting at the AAR, visiting each other's homes, and talking about each other's work and lives. I have hosted lectures or workshops by Rita at all three institutions where I have taught. I... (shrink)

Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal and interpersonal development. Mixed (...) methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learning disabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learning disabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for two years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self efficacy (p =.001), campus connection (p <.001), professional development (p ≤.002), and self advocacy (p <.001) after two academic years. Graduate student mentors increased their understanding about learning disabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learning disabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the post-secondary educational environment and the young adults’ sociocultural context. (shrink)

The basis for the paper ‘Exploring a Framework for the Mentoring of Early Career Teachers in Catholic Schools in Western Australia’ stems from the work undertaken in the author’s recently published PhD study and on personal experiences of teaching philosophy to students as a classroom teacher, gifted and talented coordinator and School leader for over 28 years. The mixed methods study identified and explored the mentoring experiences in the transition from graduate to Early Career Teacher in selected Catholic primary and (...) secondary schools in Western Australia. The research addressed a significant deficit, as presently the lack of a system-wide framework for the mentoring of ECTs, the cessation of the current ECT program and the limited training of mentors, has resulted in less than ideal mentoring experiences for ECTs. A chief finding was that the guarantee of a mentor does not necessarily alleviate every problem faced by an ECT. However, the attributes of a mentor may significantly assist or hinder the aspirations of an ECT. Encouragingly, the majority of principals recognised the importance of mentoring by offering support for the instigation of a system-wide mentoring framework. On the basis of these findings, principles upon which a new mentoring framework might be developed are proposed. The suggested system frame-work for Western Australian Catholic Education, titled ‘Borromeo’s Mentoring Framework’, may benefit system-leaders, principals, mentors and ECTs through the implementation of programs at a school based level, that enhance critical thinking skills i.e. Philosophy for Children and Circle of Inquiry. (shrink)

For graduate students to succeed as professionals, they must develop a set of general “survival skills”. These include writing research articles, making oral presentations, obtaining employment and funding, supervising, and teaching. Traditionally, graduate programs have offered little training in many of these skills. Our educational model provides individuals with formal instruction in each area, including their ethical dimensions. Infusion of research ethics throughout a professional skills curriculum helps to emphasize that responsible conduct is integral to succeeding as a researcher. (...) It also leads to the consideration of ethical dimensions of professional life not covered in traditional ethics courses. (shrink)

Although advertisements for jobs in academe increasingly suggest that mentoring students is a job requirement, and although academic institutions are increasingly prone to consider a faculty member's performance as a mentor at promotion and tenure junctures, there is currently no common approach to conceptualizing or evaluating mentor competence. This article proposes the triangular model of mentor competence as a preliminary framework for conceptualizing specific components of faculty competence in the mentor role. The triangular model includes (...) class='Hi'>mentor character virtues and intellectual/emotional abilities, as well as knowledge and skills (competencies) that are seen as expressions of training and experience. The article concludes with discussion of the implications of this model for faculty hiring, training, and evaluation. (shrink)

Student character survey in Indonesia in 2021, on average, produced lower index numbers compared to last year’s index results. This research aims to explore the policies and content of Character Building Training (CBT), and the impact of the programme on student character. This research was qualitative, involving informants: 60 students and 8 lecturers, who were selected using purposive and snowball techniques, so that if the data were saturated, collecting the data was considered sufficient. Data were collected through observation and (...) in-depth interviews carried out from June to September 2022. Data analysis was carried out manually using the Discovering Cultural Themes model by carrying out data reduction, data display, and drawing conclusions and verification. The research results show that CBT is implemented through a cycle of CBT campaign, capacity building, and institutionalisation with a nurturing, learning, mentoring, and consulting approach. The content includes attitudes and values, skills, knowledge and moderate integrative insight, as well as amplifying tolerant, open, critical, caring, and creative behaviour, respecting differences, and polite and commendable behaviour. The CBT programme has amplified some aspects: religious character, discipline, politeness, caring for the environment, and patriotism. The greatest and dominant strengthening was in religious character and love of the country. The implication and contribution of this research is the continuation of character education for young people as an instrument to substantiate religious moderation. Contribution: This research is important theoretically and practically to contribute to the formation of character building in young people in Islamic tertiary institutions. Currently, character education is the main vision of Islamic tertiary institutions in Indonesia, which is associated with religious moderation as one of the priorities in the national medium-term development plan. (shrink)

The recommendations, during the past 20 years, to improve PhD scientific training and graduate school success, have focused on the significance of mentoring. It is well established that PhD students with mentors have significantly more success in graduate school as demonstrated by publishing papers before they graduate and by making presentations. Have faculty and academic institutions embraced the mentoring role? This study explores the views of 3,500 scientists who have primary responsibilities to educate PhD and MD/PhD students. Faculty members (...) report they are more likely to prefer being viewed as advisors (54 %) than mentors (38 %). Through an examination of perceptions about specific responsibilities of advisors and mentors, faculty members provide a description of their culture and the expectations they have about themselves and others. One would expect that because mentoring requires additional time and involvement that faculty would report differences between advising and mentoring. However, faculty members perceive few differences between advisors and mentors. We examine the implications of these findings. Future scientists need to be confident their education includes the opportunity to acquire the best possible research skills. To develop advisors who have the ability to provide this training, the process begins by defining role expectations and responsibilities and preparing advisors to interact with doctoral students in ways comparable to mentors. We expect faculty members to know how to teach and how to mentor; yet, we rarely discuss how to develop and shape the necessary skills of advisors so, that they more closely resemble those of mentors. (shrink)

Even though teacher education has been successful in preparing students for their future profession, the classroom reality can differ greatly from the inservice training. Many novice teachers therefore find the transition from student teacher to inservice teacher overwhelming To support beginning teachers, mentoring programs—where more experienced teachers support novice teachers—have become commonplace in many schools worldwide. In Sweden, mentoring for beginning teachers has been a frequent feature of support since 2001. This study, conducted in Sweden, examines seven novice teachers (...) and the impact the mentoring process had upon them during their first‐year teaching. Based on interviews, it was found that these experienced both professional and personal support from their mentors. The study also showed the significance of observant leaders within the mentorship program following up on the development of the mentor–mentee relationship. (shrink)

Four year initial teacher education courses have recently undergone radical reform, in particular in relation to the time that students spend in schools. Through the introduction of mentorship programmes, teachers have become very much more involved in training the students whilst they are in school. How do teachers view the changes that have been introduced? Do they agree with the principles and models that guided the developments? Headteachers and class teachers who acted as mentors for students from the University (...) of Reading have supplied some answers. They are very committed to the model of student learning upon which the mentorship programme is built, the belief that schools and the university must work in partnership to implement and further develop the mentorship programme and the view that schools need to adopt a whole school approach to their involvement in initial teacher education. These findings indicate that the teachers agree with the underlying principles that guided the development of the mentorship programme in which they are involved and they are supportive of the resulting changes to school experience. (shrink)

This book presents an engaged learning curriculum for higher education that helps emerging adults and professionals-in-training develop psychological resilience and community-building interpersonal skills. The curriculum mentors a person-centered process of psychospiritual maturation through growth in five dimensions of self: bio-behavioral, cognitive-sociocultural, social-emotional, existential-spiritual, and resilient worldview formation. This growth promotes student well-being and a positive campus culture, while preparing them to build cultures of health, social justice, and peace in the social systems where they will work and live.

Although much of the focus on responsible conduct in research has been defined by courses or online training, it is generally understood that this is less important than what happens in the research environment. On the assumption that providing faculty with tools and resources to address the ethical dimensions of the practice of research would be useful, a new workshop was convened ten times across seven academic institutions and at the annual meeting of a professional society. Workshops were attended (...) by 91 faculty, 71 of whom completed evaluations strongly supportive of the value of the workshop. Surveys of trainees identified by the faculty allowed for invitations to complete an online survey before and 6 months after the workshops, respectively resulting in response rates of 43 and 51%. Faculty and trainees were highly supportive of the feasibility, relevance, and effectiveness of the implementation by the faculty of one or more of the five strategies featured in the workshop. However, surprisingly over 70% of the trainees reported use of one or more of those strategies prior to faculty participation in the workshops. In sum, the workshops for faculty were successful, and the proposed strategies were deemed of value, but it is likely that the faculty voluntarily choosing to participate in these workshops were perhaps not surprisingly faculty who are already engaging in some of these strategies. This model is likely a useful adjunct to encouraging a culture of ethics, but it is not by itself sufficient to do so. (shrink)

BackgroundEven though research integrity (RI) training programs have been developed in the last decades, it is argued that current training practices are not always able to increase RI-related awareness within the scientific community. Defining and understanding the capacities and lacunas of existing RI training are becoming extremely important for developing up-to-date educational practices to tackle present-day challenges. Recommendations on how to implement RI education have been primarily made by selected people with specific RI-related expertise. Those recommendations were (...) developed mainly without consulting a broader audience with no specific RI expertise. Moreover, the academic literature lacks qualitative studies on RI training practices. For these reasons, performing in-depth focus groups with non-RI expert stakeholders are of a primary necessity to understand and outline how RI education should be implemented.MethodsIn this qualitative analysis, different focus groups were conducted to examine stakeholders’ perspectives on RI training practices. Five stakeholders' groups, namely publishers and peer reviewers, researchers on RI, RI trainers, PhDs and postdoctoral researchers, and research administrators working within academia, have been identified to have a broader overview of state of the art.ResultsA total of 39 participants participated in five focus group sessions. Eight training-related themes were highlighted during the focus group discussions. The training goals, timing and frequency, customisation, format and teaching approach, mentoring, compulsoriness, certification and evaluation, and RI-related responsibilities were discussed. Although confirming what was already proposed by research integrity experts in terms of timing, frequency, duration, and target audience in organising RI education, participants proposed other possible implementations strategies concerning the teaching approach, researchers' obligations, and development an evaluation-certification system.ConclusionsThis research aims to be a starting point for a better understanding of necessary, definitive, and consistent ways of structuring RI education. The research gives an overview of what has to be considered needed in planning RI training sessions regarding objectives, organisation, and teaching approach. (shrink)

This essay examines the inspiring career of the historian, philosopher and ethno-sociologist, candidate of philosophical sciences Dmitry Viktorovich Ushakov in connection with his 50th birthday. Besides the personal biographical information as a background, the article presents a verbal portrait of the Siberian scientist, his personal characteristics, the content of scientific and social life, and the origins of his research approach. Particular attention is paid to the pedagogical nature of D. V. Ushakov, the role of the research school and the transfer (...) of research experience in training would-be colleagues. (shrink)

Little is known about the mechanisms by which psychology graduate programs transmit responsible conduct of research (RCR) values. A national sample of 968 current students and recent graduates of mission-diverse doctoral psychology programs completed a Web-based survey on their research ethics challenges, perceptions of RCR mentoring and department climate, whether they were prepared to conduct research responsibly, and whether they believed psychology as a discipline promotes scientific integrity. Research experience, mentor RCR instruction and modeling, and department RCR policies predicted (...) student RCR preparedness. Mentor RCR instruction, department RCR policies, and faculty modeling of RCR behaviors predicted confidence in the RCR integrity of the discipline. Implications for training are discussed. (shrink)

This article draws on the teachings of the Pali Canon and the contemporary lineages that are guided by its principles. In particular, reference is made to the author’s mentors in the Thai Forest Tradition. It explores the respective roles of goal-directed effort and contentment in the process of meditative training, and skilful and unskilful variations on these. Effort is needed, but can be excessive, unreflectively mindless, unaware of gradually developed results, or misdirected. Contentment can be misunderstood to imply that (...) skilful desire has no role in practice, and lead to passivity; though it is needed to dampen down an over-energized mind, or motivation rooted in aversion or ambition, and comes from insight-based non-attachment. Right effort avoids the craving to become or to get rid of, but is associated with a skilful chanda/desire that is an aspect of the iddhi-p?das, the Bases of Spiritual Power. Mindfulness aids the balance of energy and concentration in the Five Faculties, and the energizing and calming qualities in the Seven Factors of Enlightenment. In the end, from practising Dhamma in a way that is truly in accordance with Dhamma, progress naturally flows from seeing and becoming Dhamma. (shrink)

In this project, we explore perceptions of the social and ethical implications of nanotechnology among US scientists who work at the nanoscale, and develop and pilot test an online training module to foster consideration of social and ethical implications in the lab. To meet our first goal, we drew qualitative insights from open-ended survey data collected from scientists affiliated with the National Nanotechnology Infrastructure Network. Our data suggest that while the survey participants responded positively to the idea that consideration (...) of SEI should be a part of the work they do, there was confusion about whether SEI refers to lab safety, research integrity, or something more. This is something we sought to address in the online training module that we developed based on that qualitative data and on feedback collected from experts in nanoethics and lab management. We then pilot tested the module with undergraduate students studying nanotechnology in the National Science Foundation’s Research Experiences for Undergraduates program and with scientists registered to use a National Nanotechnology Coordinated Infrastructure-funded microelectronics research lab. The undergraduate data suggested that students appreciated the SEI training but wished professors and scientists would begin integrating the ideas therein into coursework and mentoring. The scientist data suggested that the module increased understanding of “social and ethical implications,” increased the perceived need to implement SEI into workplace routines, and, interestingly, heightened perceptions of risk associated with the scientists’ own work. The practical and theoretical implications of this work are discussed. (shrink)

O seguinte ensaio escrito em texto corrido é uma breve apresentação da Filosofia do Amor no Cristianismo e na Antiguidade Clássica. Partimos do pressuposto que a palavra ‘filosofia’ tem uma dívida não apenas etimológica, mas conceitual com as definições de Amor, de forma que se faz pertinente uma investigação mais detida sobre o assunto. Começamos então com a interpretação cristã de C.S. Lewis sobre a Afeição, Amizade, Eros e Caridade para em seguida introduzir a visão pagã greco-romana. Concluímos com a (...) indagação sobre o amor ser outra coisa que uma definição estanque ou indeterminação abstrata. (shrink)

This chapter introduces a research-based conceptual framework for the study of the inner psychosocial reality of business enterprises. It is called the Inner Organizational Ecosystem Approach (IOEA). This model is systemic in nature, and it defines the basic features of small and medium-size enterprises, such as elements, structures, borders, social actors, organizational climate, processes and resources. Further, it also covers the dynamics of psychosocial reality, processes, emergent qualities and the higher-order subsystems of the overall organizational ecosystem, including the global business (...) environment, which is understood as a macro-system where all the individual organizational ecosystems co-exist. In the applied part of the chapter, cognitive changes emerging within systemic leadership training are defined. Participation in systemic training causes changes in the cognitive processing of reality, more specifically improvements in layer-based framing, relativistic contextual orientation, temporality drift and meaning generation. All of these changes are components of the systemic mind, which is a concept newly proposed and defined by the present study. The systemic mind is a living matrix that is extremely open to acquiring new skills and new patterns of thinking, analyzing and meaning generation. It is processual and it can be considered as an ongoing process of continuous absorption of new cognitive patterns. Both the Inner Organizational Ecosystem Approach and the concept of the systemic mind provide a new theoretical background for empirical investigation in the fields of systemic and systems psychology, complexity psychology, organizational psychology, economic anthropology and the social anthropology of work. (shrink)

The subject of the research refers to the aspect of digital forensics and computer crime and the latter is one of the reasons for the evolution of crime in general. Based on the growing trend of technology development and the increase in the number of digital crimes, a special emphasis is given to the statistical aspect of computer crime as well as measures to reduce the impact of computer crime, including the ethical and legal aspects in the Republic of North (...) Macedonia (RNM). To conduct this research, statistical data on computer crime in RNM from 2011 to 2020 were used, based on historical data of analysis, as well as comparison, correlation, and the ANOVA-test. The highest number of crimes were registered in 2020 and a special feature is that a positive linear trend can be observed during the last decade. “Damage and unauthorized access to a computer system” took the first place in computer crimes according to the Criminal Procedure Law. (shrink)

Forced population migration is not a modern phenomenon. It is often an integral part of totalitarian policies and has been used repeatedly to ensure the survival of political regimes or achieve specific political ambitions. Violent migration is present practically throughout history when considering the time scope and everywhere, practically in all continents of the world, with a specter of variations depending on the context imposed by the political circumstances, we can encounter it under different names. These variations have also reflections (...) in the terminology used, among others, they are also indicators that speak of the different methods applied in order to achieve particular policies. Individuals, families, or even whole peoples are forced to migrate violently, abandon their homes and leave behind them all their lives, including the material goods created up to that moment. Seen from a normal retrospective, forced migration represents the culmination of a regime’s goals to dominate the territory without hindrance from any possible resistance. This fact has brought so many tragedies to humanity, and even worse, it has often ended with “legitimization” by international treaties or has even been the product of inter-state agreements. Forced population migration has clearly brought to the surface the evil purpose and has revealed territorial ambitions. (shrink)

The emerging transdisciplinary field of consciousness studies merges transpersonal psychology with recent brain studies. In this paper, I argue that this new discipline must come to terms with the rhetorics of control in the history of brain research. I establish parallels between the discourses of lobotomy and psychosurgery, Electrical Stimulation of the Brain (ESB), and cybernetics, using the work of Jose Delgado, Norbert Wiener, and Bernard Wolfe. The rhetoric of social control remains a shadow side of brain research, of the (...) popularization of brain science, and of attempts to apply such research. (shrink)

Currently, the Internet has become a part of the everyday life of human beings. The way of communication between people has changed and social networks are dominating in the lives of everyone. One of the most used social networks is Facebook, but besides that it is used for communication and entertainment, Facebook can also be used for learning. Therefore, the main issue of this paper is the use of Facebook for educational approaches by students and teachers. Case studies are the (...) challenges of integration of Facebook in High Education in the municipality of Kumanovo in the Republic of North Macedonia in 2016. Special emphasis is devoted in usage of Facebook in schools as the main questions were whether students use Facebook to ask for help for assignments or any material, and do teachers use Facebook to post assignments and to communicate with students. To understand this, there are conducted two questionnaires, one to students and one to teachers and interviews with school principals, and finally responses of people who participated have been analyzed. The result is that by joining Facebook in education, students are more motivated to learn, Facebook helps students to learn by sharing knowledge with each other and by using Facebook at school, teachers will find it easier to inform students. (shrink)

Social justice is a concept we take for granted. We assume that it means using state structures to ensure equality and fairness. But is that true? Or, do state structures of social order actually inhibit creativity, freedom, social welfare, and belonging? This collection broadens the boundaries of the ways we think about what constitutes criminality and interrogates issues of social justice and power in new, innovative and critical ways. The essays examine a wide variety of themes, including the deconstruction of (...) concepts of freedom and equality, notions of criminality and deviance, state regulation of social order, and various aspects of feminist criminology. (shrink)