This article explores André-Marie Ampère's autobiography in order to analyse the dynamics of science in early 19th century French institutions. According to recent works that have emphasised the value of biographies in the history of science, this study examines Ampère's public self-representation to show the cultural transformations of a life dedicated to science in post-revolutionary French society. With this aim, I have interpreted this manuscript as an outstanding example of the scientific rhetoric flourishing in early 19th century French Romanticism, (...) which celebrated the life and works of men of science by means of biographies. Following this approach, Ampère's account has been analysed in relation to certain commonplaces shared with other autobiographies of that time, such as his traumatic experience linked to the French Revolution. Finally, this article discusses Ampère's autobiography as revealing an emerging model of scientific personae, i.e. a new collective way of thinking, feeling and perceiving, which announced the category of the modern scientist. (shrink)
The incarnation of the Word marks the arrival of the fullness of times. The Holy Spirit hovers with Its shadow and power over the Virgin Mary and starts the time of realization, of the promised salvation, the Messiah's arrival. Mary is the figure of the people of Israel that waits the ultimate freedom, promised by God. In it, God mounts his tent among men and relates to the men, bringing him to a new life in the Holy Spirit.
Although the method of Belgian budgeting and controlling has considerably improved during recent years, there still remain a lot of shortcommings such as: frequently late introduction into Parliament of the budget, inadequate information about expenditure, rarely application of zero base budgeting aften combined with techniques which embellish the budget. Debudgeting is the most important camouflage technique. Debudgeting appears in different manners and influences not only the height but also the evolution of the budget deficit. An improvement of the budgeting technique (...) in Belgium doesn't ask fundamental changes of actual law. Just a switch in applicating the law according to the original spirit and interpretation of actual legislation, would be satisfactory to obtain an efficient and effective budget-policy. (shrink)
In the _World Library of Educationalists_, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume, allowing readers to follow the themes of their work and see how it contributes to the development of the field. Mary James has researched and written on a range of educational subjects which encompass (...) curriculum, pedagogy and assessment in schools, and implications for teachers´ professional development, school leadership and policy frameworks. She has written many books and journals on assessment, particularly assessment for learning and is an expert on teacher learning, curriculum, leadership for learning and educational policy. Starting with a specially written introduction in which Mary gives an overview of her career and contextualises her selection, the chapters are divided into three parts: Educational Assessment and Learning Educational Evaluation and Curriculum Development Educational Research and the Improvement of Practice Through this book, readers can follow the different strands that Mary James has researched and written about over the last three decades, and clearly see her important contribution to the field of education. (shrink)
Mayo Clinic is recognized as a worldwide leader in innovative, high-quality health care. However, the Catholic mission and ideals from which this organization was formed are not widely recognized or known. From partnership with the Sisters of St. Francis in 1883, through restructuring of the Sponsorship Agreement in 1986 and current advancements, this Catholic mission remains vital today at Saint Marys Hospital. This manuscript explores the evolution and growth of sponsorship at Mayo Clinic, defined as “a collaboration between the Sisters (...) of St. Francis and Mayo Clinic to preserve and promote key values that the founding Franciscan sisters and Mayo physicians embrace as basic to their mission, and to assure the Catholic identity of Saint Marys Hospital.” Historical context will be used to frame the evolution and preservation of Catholic identity at Saint Marys Hospital; and the shift from a “sponsorship-by-governance” to a “sponsorship-by-influence” model will be highlighted. Lastly, using the externally-developed Catholic Identity Matrix (developed by Ascension Health and the University of St. Thomas, Minnesota), specific examples of Catholic identity will be explored in this joint venture of Catholic health care institution and a secular, nonprofit corporation (Mayo Clinic). (shrink)
Mary Daly had a complicated relationship to the Catholic tradition. While it is commonly assumed that she rejected it thoroughly, this article offers a more nuanced look at the various ways in which it shaped her thinking. What is clear is that she had a decisive impact on the Catholic tradition, indeed on religion in general. Language about the divine, images of deities, human participation in things spiritual will never be the same after her thorough-going feminist critique. Her legacy is (...) multi-faceted like the woman herself. (shrink)
Emotions are often portrayed as subjective judgments that pose a threat to rationality and morality, but there is a growing literature across many disciplines that emphasizes the centrality of emotion to moral reasoning. For engineers, however, being rational usually means sequestering emotions that might bias analyses—good reasoning is tied to quantitative data, math, and science. This paper brings a new pedagogical perspective that strengthens the case for incorporating emotions into engineering ethics. Building on the widely established success of active and (...) collaborative learning environments, in particular the problem-based learning philosophy and methodology, the paper articulates new strategies for incorporating emotion into engineering ethics education. An ethics education pilot study is analyzed to explore how PBL can engage students’ emotions. Evidence suggests that PBL empowers students to cultivate value for engineering ethics and social responsibility, and in doing so, redefine the societal role of the engineer. Taking students’ emotions seriously in engineering ethics offers an effective strategy to meaningfully engage students in ethical learning. (shrink)
Sustainable development (SD) – that is, “Development that meets the needs of current generations without compromising the ability of future generations to meet their needs and aspirations” – can be pursued in many different ways. Stakeholder relations management (SRM) is one such way, through which corporations are confronted with economic, social, and environmental stakeholder claims. This paper lays the groundwork for an empirical analysis of the question of how far SD can be achieved through SRM. It describes the so-called SD–SRM (...) perspective as a distinctive research approach and shows how it relates to the wider body of stakeholder theory. Next, the concept of SD is operationalized for the microeconomic level with reference to important documents. Based on the ensuing SD framework, it is shown how SD and SRM relate to each other, and how the two concepts relate to other popular concepts such as Corporate Sustainability and Corporate Social Responsibility. The paper concludes that the significance of societal guiding models such as SD and of management approaches like CSR is strongly dependent on their footing in society. (shrink)
Children show increasing control of emotions and behavior during their early years. Our studies suggest a shift in control from the brain’s orienting network in infancy to the executive network by the age of 3—4 years. Our longitudinal study indicates that orienting influences both positive and negative affect, as measured by parent report in infancy. At 3—4 years of age, the dominant control of affect rests in a frontal brain network that involves the anterior cingulate gyrus. Connectivity of brain structures (...) also changes from infancy to toddlerhood. Early connectivity of parietal and frontal areas is important in orienting; later connectivity involves midfrontal and anterior cingulate areas related to executive attention and self-regulation. (shrink)
In this paper, we look at the new frontier of e-commerce, the ethical challenges it is facing and discuss some of the problems encountered and some of the solutions that are evolving. The areas of concern include the impact on other businesses, investors and consumers. Problems regarding financial reporting, intellectual property and privacy are discussed.
Emotions are often portrayed as subjective judgments that pose a threat to rationality and morality, but there is a growing literature across many disciplines that emphasizes the centrality of emotion to moral reasoning. For engineers, however, being rational usually means sequestering emotions that might bias analyses—good reasoning is tied to quantitative data, math, and science. This paper brings a new pedagogical perspective that strengthens the case for incorporating emotions into engineering ethics. Building on the widely established success of active and (...) collaborative learning environments, in particular the problem-based learning (PBL) philosophy and methodology, the paper articulates new strategies for incorporating emotion into engineering ethics education. An ethics education pilot study is analyzed to explore how PBL can engage students’ emotions. Evidence suggests that PBL empowers students to cultivate value for engineering ethics and social responsibility, and in doing so, redefine the societal role of the engineer. Taking students’ emotions seriously in engineering ethics offers an effective strategy to meaningfully engage students in ethical learning. (shrink)
Use of humanities content in American medical education has been debated for well over 60 years. While many respected scholars and medical educators have purported the value of humanities content in medical training, its inclusion remains unstandardized, and the undergraduate medical curriculum continues to be focused on scientific and technical content. Cited barriers to the integration of humanities include time and space in an already overburdened curriculum, and a lack of consensus on the exact content, pedagogy and instruction. Edmund Pellegrino, (...) physician and scholar of the latter twentieth century, spent much of his professional life promoting the value and importance of the humanities in medical education, seeking the best way to incorporate and teach this content in clinically relevant ways. His efforts included the founding of multiple enterprises starting in the 1960s and 1970s to promote human values in medical education, including the Society for Health and Human Values and its Institute on Human Values in Medicine. Regardless of his efforts and those of many others into the current century, the medical humanities remains a curricular orphan, unable to find a lasting home in medical education and training. (shrink)
One of the core problems with engineering ethics education is perceptual. Although ethics is meant to be a central component of today’s engineering curriculum, it is often perceived as a marginal requirement that must be fulfilled. In addition, there is a mismatch between faculty and student perceptions of ethics. While faculty aim to communicate the nuances and complexity of engineering ethics, students perceive ethics as laws, rules, and codes that must be memorized. This paper provides some historical context to better (...) understand these perceptual differences, and suggests that curriculum constraints are important contributing factors. Drawing on the growing scholarship of student engagement approaches to pedagogy, the paper explores how students can be empowered to effect change in the broader engineering curriculum through engineering ethics. The paper describes a student engagement approach to pedagogy that includes students as active participants in curriculum design—a role that enables them to critically reflect about why ethics is a requirement. Including students in the process of curriculum design leads students to reframe ethics as an integrative tool with the capacity to bring together different engineering departments and build bridges to non-engineering fields. This paper argues that students can and should play an active and important role in relocating ethics from the periphery to the core of the engineering curriculum. (shrink)
A presente investigação busca ressaltar a contribuição heideggeriana para a questão da alteridade, contrapondo-se às interpretações que enfatizam o "solipsismo existencial" do Dasein resoluto como o sintoma de que Heideggerteria desconsiderado esse problema em sua analítica existencial. Para tanto, discute-se o movimento argumentativo pelo qual Heidegger, partindo da análise do encontro do outro na cotidianidade mediana, chega até o problema do reconhecimento da alteridade que todo Dasein já traz em si mesmo. Segundo a interpretação aqui proposta, a chave para uma (...) possível leitura ética da analítica existencial se encontra na articulação entre as análises fenomenológicas da angústia e do chamado da consciência, pois é justamente nelas que se revela o estranho apelo de uma alteridade que já habita cada um, e que tem de ser pensada como a condição ontológica do reconhecimento de si e do outro enquanto singularidade própria, isto é, como alteridade.By critically departing from current interpretations that stress the "existential solipsism" of the resolute Dasein, the present investigation emphasizes the Heideggerian contribution to the question of otherness. I discuss the main `existentials' through which Heidegger, starting with the question of the encounter of the other in the everyday world, reaches the crucial point where he acknowledges that otherness is already rooted in each Dasein. According to this interpretation, the key to uncover the ethical dimension of Heidegger's existential analytic is to be found in the theoretical articulation established between the phenomenological analysis of anguish and the phenomenological analysis of the call of conscience. This is the locus where Heidegger rends manifest that the resolute Daseinalready carries within itself the strange appeal of otherness, considered as the existential condition for the acknowledgment of the other in his own singularity, that is, as otherness. (shrink)