Results for 'Julia E. Connelly'

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  1.  29
    The Other Side of Professionalism: Doctor-to-Doctor.Julia E. Connelly - 2003 - Cambridge Quarterly of Healthcare Ethics 12 (2):178-183.
    What do the terms “profession, professional, professionalism” mean in 2002? One dictionary defines profession as “a calling requiring specialized knowledge and often long and intensive academic preparation,” and it defines professionalism as “the conduct, aims, or qualities that characterize or make a profession or professional person.” These definitions are appealingly simple. Complexity arises when we add the term “medical” as in the medical profession, a medical professional, or medical professionalism; and, here a specific understanding of “the conduct, aims, and qualities (...)
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  2.  40
    Narrative Possibilities: Using Mindfulness in Clinical Practice.Julia E. Connelly - 2005 - Perspectives in Biology and Medicine 48 (1):84-94.
  3.  33
    The Avoidance of Human Suffering.Julia E. Connelly - 2009 - Perspectives in Biology and Medicine 52 (3):381-391.
  4.  12
    Unique Encounters of the Medical KindEncounters Between Patients and Doctors: An Anthology. [REVIEW]Julia E. Connelly & John D. Stoeckle - 1989 - Hastings Center Report 19 (1):40.
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  5.  4
    Physicians Pursuing the Humanities: Benefits and Barriers. [REVIEW]Howard Brody, Julia E. Connelly, Henry S. Perkins & Gail J. Povar - 1994 - Journal of Medical Humanities 15 (3):163-169.
    We surveyed selected physician members of the Society for Health and Human Values (SHHV) to study the benefits and problems of combining a medical career with a strong scholarly interest in the humanities. The 19 usable narrative responses characterized major benefits as experiential base and teaching opportunities. Barriers were numerous and fell under the general headings of: lack of time; lack of institutional rewards; lack of money for research and scholarship; lack of support from humanities peers; lack of suport from (...)
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  6.  15
    Bette Anton, MLS, is the Head Librarian of the Pamela & Kenneth Fong Optometry and Health Sciences Library. This Library Serves the University of California, Berkeley–University of California, San Francisco Joint Medical Pro-Gram and the University of California, Berkeley School of Optometry.Eva Bading, Carol Bayley, Kate T. Christensen & Julia E. Connelly - 2003 - Cambridge Quarterly of Healthcare Ethics 12:141-143.
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  7.  96
    Case-Based Knowledge and Ethics Education: Improving Learning and Transfer Through Emotionally Rich Cases.Chase E. Thiel, Shane Connelly, Lauren Harkrider, Lynn D. Devenport, Zhanna Bagdasarov, James F. Johnson & Michael D. Mumford - 2013 - Science and Engineering Ethics 19 (1):265-286.
    Case-based instruction is a stable feature of ethics education, however, little is known about the attributes of the cases that make them effective. Emotions are an inherent part of ethical decision-making and one source of information actively stored in case-based knowledge, making them an attribute of cases that likely facilitates case-based learning. Emotions also make cases more realistic, an essential component for effective case-based instruction. The purpose of this study was to investigate the influence of emotional case content, and complementary (...)
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  8.  42
    Hellenistic Philosophy of Mind.Julia E. Annas - 1992 - University of California Press.
    "Hellenistic Philosophy of Mind" is an elegant survey of Stoic and Epicurean ideas about the soul an introduction to two ancient schools whose belief in the soul's physicality offer compelling parallels to modern approaches in the ...
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  9.  32
    The Influence of Anger on Ethical Decision Making: Comparison of a Primary and Secondary Appraisal.Chase E. Thiel, Shane Connelly & Jennifer A. Griffith - 2011 - Ethics and Behavior 21 (5):380 - 403.
    Higher order cognitive processes, including ethical decision making (EDM), are influenced by the experiencing of discrete emotions. Recent research highlights the negative influence one such emotion, anger, has on EDM and its underlying processes. The mechanism, however, by which anger disrupts the EDM has not been investigated. The current study sought to discover whether cognitive appraisals of an emotion-evoking event are the driving mechanisms behind the influence of anger on EDM. One primary (goal obstacle) and one secondary (certainty) appraisal of (...)
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  10.  16
    Your Brain on Speed: Cognitive Performance of a Spatial Working Memory Task is Not Affected by Walking Speed.Julia E. Kline, Katherine Poggensee & Daniel P. Ferris - 2014 - Frontiers in Human Neuroscience 8.
  11.  26
    The Effects of Note-Taking and Review on Sensemaking and Ethical Decision Making.James F. Johnson, Zhanna Bagdasarov, Lauren N. Harkrider, Alexandra E. MacDougall, Shane Connelly, Lynn D. Devenport & Michael D. Mumford - 2013 - Ethics and Behavior 23 (4):299-323.
    The effectiveness of case-based learning in ethics education varies widely regarding how cases are presented. Case process instruction may impact case-based ethics education to promote sensemaking processes, ethical sensemaking strategy use, and ethical decision making (EDM) quality. This study examined two teaching techniques, notes and review, and participants completed note-taking and review activities examining a case-based scenario during an ethics education course. Results suggest that providing case notes in outline form improves sensemaking processes, strategy use, and EDM quality. In addition, (...)
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  12.  14
    Independent Component Analysis of Gait-Related Movement Artifact Recorded Using EEG Electrodes During Treadmill Walking.Kristine L. Snyder, Julia E. Kline, Helen J. Huang & Daniel P. Ferris - 2015 - Frontiers in Human Neuroscience 9.
  13.  15
    William Shedrick Willis and the ‘Ghost of Boas’: Rosemary Lévy Zumwalt & William Shedrick Willis: Franz Boas and W. E. B. Du Bois at Atlanta University, 1906. American Philosophical Society, Philadelphia, 2008, X + 83 Pp, US $35.00 PB.Julia E. Liss - 2011 - Metascience 20 (1):211-213.
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  14.  21
    Infants Perceive Human Point-Light Displays as Solid Forms.Derek G. Moore, Julia E. Goodwin, Rachel George, Emma L. Axelsson & Fleur M. B. Braddick - 2007 - Cognition 104 (2):377-396.
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  15.  7
    Representation of Patients’ Hand Modulates Fear Reactions of Patients with Spider Phobia in Virtual Reality.Henrik M. Peperkorn, Julia E. Diemer, Georg W. Alpers & Andreas Mühlberger - 2016 - Frontiers in Psychology 7.
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  16.  10
    Balancing Special Obligations with the Ideal of Agape.Julia E. Judish - 1998 - Journal of Religious Ethics 26 (1):17-46.
    Utilizing Meilaender's typology of ways of relating universal impartial love to the preferential love of particular special relations, the author agrees with Outka in rejecting the first strategy of "building down" from agape by construing special relations as an application of agape. Considering Gewirth as a representative of the "build around" strategy of using universal regard as the limiting principle that constrains the preferential treatment of special relations, she tracks the internal inconsistencies that haunt this approach. The "build up" strategy (...)
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  17. Julia E. Annas, Hellenistic Philosophy of Mind Reviewed By.Glenn Lesses - 1992 - Philosophy in Review 12 (5):305-307.
     
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  18. Julia E. Annas, Hellenistic Philosophy of Mind. [REVIEW]Glenn Lesses - 1992 - Philosophy in Review 12:305-307.
     
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  19. The Effects of a Reading-Based Intervention on Emotion Processing in Children Who Have Suffered Early Adversity and War Related Trauma.Julia E. Michalek, Matteo Lisi, Deema Awad, Kristin Hadfield, Isabelle Mareschal & Rana Dajani - 2021 - Frontiers in Psychology 12.
    Early adversity and trauma can have profound effects on children’s affective development and mental health outcomes. Interventions that improve mental health and socioemotional development are essential to mitigate these effects. We conducted a pilot study examining whether a reading-based program improves emotion recognition and mental health through socialization in Syrian refugee and Jordanian non-refugee children aged 7–12 years old living in Jordan. To measure emotion recognition, children classified the expression in faces morphed between two emotions, while mental health was assessed (...)
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  20.  4
    How Do Men and Women Perceive a High-Stakes Test Situation?Julia E. M. Leiner, Thomas Scherndl & Tuulia M. Ortner - 2018 - Frontiers in Psychology 9.
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  21.  44
    A Meta-Analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.E. Michelle Todd, Logan L. Watts, Tyler J. Mulhearn, Brett S. Torrence, Megan R. Turner, Shane Connelly & Michael D. Mumford - 2017 - Science and Engineering Ethics 23 (6):1719-1754.
    Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses. The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online (...)
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  22.  10
    Julia E. Annas., Hellenistic Philosophy of Mind.John Dillon - 1994 - International Studies in Philosophy 26 (4):106-107.
  23.  20
    What is Working, What is Not, and What We Need to Know: A Meta-Analytic Review of Business Ethics Instruction.Kelsey E. Medeiros, Logan L. Watts, Tyler J. Mulhearn, Logan M. Steele, Michael D. Mumford & Shane Connelly - 2017 - Journal of Academic Ethics 15 (3):245-275.
    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. (...)
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  24.  22
    College Binge Drinking Associated with Decreased Frontal Activation to Negative Emotional Distractors During Inhibitory Control.Julia E. Cohen-Gilbert, Lisa D. Nickerson, Jennifer T. Sneider, Emily N. Oot, Anna M. Seraikas, Michael L. Rohan & Marisa M. Silveri - 2017 - Frontiers in Psychology 8.
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  25.  22
    Mind and Soul Julia E. Annas: Hellenistic Philosophy of Mind. (Hellenistic Culture and Society, 8.) Pp. Ix + 245. Berkeley, Los Angeles and Oxford: University of California Press, 1992. $35. [REVIEW]Alison Samuels - 1993 - The Classical Review 43 (02):302-303.
  26.  10
    Ethics Training for Scientists: Effects on Ethical Decision-Making.M. D. Mumford, S. Connelly, R. P. Brown, S. T. Murphy, J. H. Hill, A. L. Antes, E. P. Waples & L. D. Devenport - 2008 - Ethics and Behavior 18 (4):315-339.
    In recent years, we have seen a new concern with ethics training for research and development professionals. Although ethics training has become more common, the effectiveness of the training being provided is open to question. In the present effort, a new ethics training course was developed that stresses the importance of the strategies people apply to make sense of ethical problems. The effectiveness of this training was assessed in a sample of 59 doctoral students working in the biological and social (...)
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  27.  59
    Case-Based Ethics Instruction: The Influence of Contextual and Individual Factors in Case Content on Ethical Decision-Making.Zhanna Bagdasarov, Chase E. Thiel, James F. Johnson, Shane Connelly, Lauren N. Harkrider, Lynn D. Devenport & Michael D. Mumford - 2013 - Science and Engineering Ethics 19 (3):1305-1322.
    Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include (...)
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  28.  32
    Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction.Alexandra E. MacDougall, Lauren N. Harkrider, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Juandre Peacock, Michael D. Mumford, Lynn D. Devenport & Shane Connelly - 2014 - Ethics and Behavior 24 (2):126-150.
    Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques reduces satisfaction and detracts (...)
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  29.  29
    Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness.Lauren Harkrider, Alexandra E. MacDougall, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Michael D. Mumford, Shane Connelly & Lynn D. Devenport - forthcoming - Ethics and Behavior:150527093230007.
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  30. Developing the Virtues: Integrating Perspectives.Julia Annas, Darcia Narvaez & Nancy E. Snow (eds.) - 2016 - Oxford University Press USA.
    This book features new essays by philosophers, psychologists, and a theologian on the important topic of virtue development. The essays engage with work from multiple disciplines and thereby seek to bridge disciplinary divides. The volume is a significant contribution to the emerging interdisciplinary field of virtue development studies.
     
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  31.  12
    Fetal Repair of Open Neural Tube Defects: Ethical, Legal, and Social Issues.Julia A. E. Radic, Judy Illes & Patrick J. Mcdonald - 2019 - Cambridge Quarterly of Healthcare Ethics 28 (3):476-487.
    :Open neural tube defects or myelomeningoceles are a common congenital condition caused by failure of closure of the neural tube early in gestation, leading to a number of neurologic sequelae including paralysis, hindbrain herniation, hydrocephalus and neurogenic bowel and bladder dysfunction. Traditionally, the condition was treated by closure of the defect postnatally but a recently completed randomized controlled trial of prenatal versus postnatal closure demonstrated improved neurologic outcomes in the prenatal closure group. Fetal surgery, or more precisely maternal-fetal surgery, raises (...)
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  32.  29
    Book Review: Patrice DiQuinzio. Modern Maternity: A Review of the Impossibility of Motherhood: Feminism, Individualism, and the Problem of Mothering New York: Routledge, 1999; Nancy E. Dowd. In Defense of Single-Parent Families; Julia E. Mother Troubles: Rethinking Contemporary Maternal Dilemmas; Linda L. Layne. Transformative Motherhood: On Giving and Getting in a Consumer Culture; and Laurie Lisle. Without Child: Challenging the Stigma of Childlessness. [REVIEW]Abby L. Wilkerson - 2004 - Hypatia 19 (2):180-190.
  33.  12
    Understanding the Learning of Values Using a Domains-of-Socialization Framework.Julia Vinik, Megan Johnston, Joan E. Grusec & Renee Farrell - 2013 - Journal of Moral Education 42 (4):475-493.
    The narratives that emerging adults wrote about a time when they learned an important moral, value or lesson were explored in order to determine the characteristics of events that lead to internalized values as well as to compare the way different kinds of moral values are socialized. Lessons resulting from misbehavior were reported most frequently. Those involving direct teaching of values were most highly internalized, with internalization assessed by importance and current impact. Self-reflection and self-generation of values was identified as (...)
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  34.  33
    Book Review: Patrice DiQuinzio. Modern Maternity: A Review of the Impossibility of Motherhood: Feminism, Individualism, and the Problem of Mothering New York: Routledge, 1999; Nancy E. Dowd. In Defense of Single-Parent Families; Julia E. Mother Troubles: Rethinking Contemporary Maternal Dilemmas; Linda L. Layne. Transformative Motherhood: On Giving and Getting in a Consumer Culture; and Laurie Lisle. Without Child: Challenging the Stigma of Childlessness. [REVIEW]Abby L. Wilkerson - 2004 - Hypatia 19 (2):180-190.
  35.  7
    A Computerized Version of the Scrambled Sentences Test.Roberto Viviani, Lisa Dommes, Julia E. Bosch, Julia C. Stingl & Petra Beschoner - 2018 - Frontiers in Psychology 8.
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  36.  27
    Are Ethics Training Programs Improving? A Meta-Analytic Review of Past and Present Ethics Instruction in the Sciences.Logan L. Watts, Kelsey E. Medeiros, Tyler J. Mulhearn, Logan M. Steele, Shane Connelly & Michael D. Mumford - 2017 - Ethics and Behavior 27 (5):351-384.
    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 (...)
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  37.  5
    An Empirical Study of a Pedagogical Agent as an Adjunct to an eHealth Self-Management Intervention: What Modalities Does It Need to Successfully Support and Motivate Users?Mark R. Scholten, Saskia M. Kelders & Julia E. W. C. Van Gemert-Pijnen - 2019 - Frontiers in Psychology 10.
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  38.  18
    Adolescent Hippocampal and Prefrontal Brain Activation During Performance of the Virtual Morris Water Task.Jennifer T. Sneider, Julia E. Cohen-Gilbert, Derek A. Hamilton, Elena R. Stein, Noa Golan, Emily N. Oot, Anna M. Seraikas, Michael L. Rohan, Sion K. Harris, Lisa D. Nickerson & Marisa M. Silveri - 2018 - Frontiers in Human Neuroscience 12.
  39.  11
    Differential Effects of Socioeconomic Status on Working and Procedural Memory Systems.Julia A. Leonard, Allyson P. Mackey, Amy S. Finn & John D. E. Gabrieli - 2015 - Frontiers in Human Neuroscience 9.
  40.  16
    Review of Instructional Approaches in Ethics Education. [REVIEW]Tyler J. Mulhearn, Logan M. Steele, Logan L. Watts, Kelsey E. Medeiros, Michael D. Mumford & Shane Connelly - 2017 - Science and Engineering Ethics 23 (3):883-912.
    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 (...)
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  41.  47
    "Hellenistic Philosophy of Mind", by Julia E. Annas. [REVIEW]Richard Bett - 1994 - Ancient Philosophy 14 (1):192.
  42.  14
    A Qualitative Analysis of Power Differentials in Ethical Situations in Academia.Carter Gibson, Kelsey E. Medeiros, Vincent Giorgini, Jensen T. Mecca, Lynn D. Devenport, Shane Connelly & Michael D. Mumford - 2014 - Ethics and Behavior 24 (4):311-325.
    Power and organizational hierarchies are ubiquitous to social institutions that form the foundation of modern society. Power differentials may act to constrain or enhance people’s ability to make good ethical decisions. However, little scholarly work has examined perceptions of this important topic. The present effort seeks to address this issue by interviewing academics about hypothetical ethical problems that involve power differences among those involved. Academics discussed what they would do in these scenarios, often drawing on their own experiences. Using a (...)
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  43.  49
    Unconscious Activation of Visual Cortex in the Damaged Right Hemisphere of a Parietal Patient with Extinction.Geraint Rees, E. Wojciulik, Karen Clarke, Masud Husain, Christopher D. Frith & Julia Driver - 2000 - Brain 123 (8):1624-1633.
  44.  30
    Changing Clinical Practice: Management of Paediatric Community‐Acquired Pneumonia.Mohamed A. Elemraid, Stephen P. Rushton, Matthew F. Thomas, David A. Spencer, Katherine M. Eastham, Andrew R. Gennery & Julia E. Clark - 2014 - Journal of Evaluation in Clinical Practice 20 (1):94-99.
  45. The Impossibility of Motherhood: Feminism, Individualism, and the Problem of Mothering.Patrice Diquinzio, Nancy E. Dowd, Julia E. Hanigsberg, Sara Ruddick, Linda L. Layne & Laurie Lisle - 2004 - Hypatia 19 (2):180-190.
    An adequate analysis of experiences and situations specific to women, especially mothering, requires consideration of women's difference. A focus on women's difference, however, jeopardizes feminism's claims of women's equal individualist subjectivity, and risks recuperating the inequality and oppression of women, especially the view that all women should be mothers, want to be mothers, and are most happy being mothers. This book considers how thinkers including Simone de Beauvoir, Julia Kristeva, Nancy Choderow and Adrienne Rich struggle to negotiate this dilemma (...)
     
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  46.  30
    A Comparison of the Effects of Ethics Training on International and US Students.Logan M. Steele, James F. Johnson, Logan L. Watts, Alexandra E. MacDougall, Michael D. Mumford, Shane Connelly & T. H. Lee Williams - 2016 - Science and Engineering Ethics 22 (4):1217-1244.
    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 (...)
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  47.  57
    Improving Case-Based Ethics Training with Codes of Conduct and Forecasting Content.Lauren N. Harkrider, Chase E. Thiel, Zhanna Bagdasarov, Michael D. Mumford, James F. Johnson, Shane Connelly & Lynn D. Devenport - 2012 - Ethics and Behavior 22 (4):258 - 280.
    Although case-based training is popular for ethics education, little is known about how specific case content influences training effectiveness. Therefore, the effects of (a) codes of ethical conduct and (b) forecasting content were investigated. Results revealed richer cases, including both codes and forecasting content, led to increased knowledge acquisition, greater sensemaking strategy use, and better decision ethicality. With richer cases, a specific pattern emerged. Specifically, content describing codes alone was more effective when combined with short-term forecasts, whereas content embedding codes (...)
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  48.  16
    To Whistleblow or Not to Whistleblow: Affective and Cognitive Differences in Reporting Peers and Advisors.Tristan McIntosh, Cory Higgs, Megan Turner, Paul Partlow, Logan Steele, Alexandra E. MacDougall, Shane Connelly & Michael D. Mumford - 2019 - Science and Engineering Ethics 25 (1):171-210.
    Traditional whistleblowing theories have purported that whistleblowers engage in a rational process in determining whether or not to blow the whistle on misconduct. However, stressors inherent to whistleblowing often impede rational thinking and act as a barrier to effective whistleblowing. The negative impact of these stressors on whistleblowing may be made worse depending on who engages in the misconduct: a peer or advisor. In the present study, participants are presented with an ethical scenario where either a peer or advisor engages (...)
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  49.  48
    Effects of Alternative Outcome Scenarios and Structured Outcome Evaluation on Case-Based Ethics Instruction.Juandre Peacock, Lauren N. Harkrider, Zhanna Bagdasarov, Shane Connelly, James F. Johnson, Chase E. Thiel, Alexandra E. MacDougall, Michael D. Mumford & Lynn D. Devenport - 2013 - Science and Engineering Ethics 19 (3):1283-1303.
    Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision ethicality. Conducting (...)
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  50.  38
    Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness.Lauren N. Harkrider, Alexandra E. MacDougall, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Michael D. Mumford, Shane Connelly & Lynn D. Devenport - 2013 - Ethics and Behavior 23 (3):179-198.
    This study examined how structuring case-based ethics training, either through (a) case presentation or (b) prompt questions, influences training outcomes. Results revealed an interaction between case presentation and prompt questions such that some form of structure improved effectiveness. Specifically, comparing cases led to greater sensemaking strategy use and decision-ethicality when trainees considered unstructured rather than structured prompts. When cases were presented sequentially, structuring prompts improved training effectiveness. Too much structure, however, decreased future ethical decision making, suggesting that there can be (...)
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