This study provides a comparative analysis of students' self-reported beliefs and behaviors related to six analogous pairs of conventional and digital forms of academic cheating. Results from an online survey of undergraduates at two universities (N = 1,305) suggest that students use conventional means more often than digital means to copy homework, collaborate when it is not permitted, and copy from others during an exam. However, engagement in digital plagiarism (cutting and pasting from the Internet) has surpassed conventional plagiarism. Students (...) also reported using digital "cheat sheets" (i.e., notes stored in a digital device) to cheat on tests more often than conventional "cheat sheets." Overall, 32% of students reported no cheating of any kind, 18.2% reported using only conventional methods, 4.2% reported using only digital methods, and 45.6% reported using both conventional and digital methods to cheat. "Digital only" cheaters were less likely than "conventional only" cheaters to report assignment cheating, but the former was more likely than the latter to report engagement in plagiarism. Students who cheated both conventionally and digitally were significantly different from the other three groups in terms of their self-reported engagement in all three types of cheating behavior. Students in this "both" group also had the lowest sense of moral responsibility to refrain from cheating and the greatest tendency to neutralize that responsibility. The scientific and educational implications of these findings are discussed in this study. (shrink)
Because emotion regulation processes operate over time, they potentially change the context in which subsequent ER processes occur. To test this proposal, fifty-two healthy participants completed the ER choice task. Thirty standardized low- and high-intensity negative images were used to generate different emotional contexts in which participants selected between distraction or reappraisal strategies to decrease the intensity of their negative emotion. Participants then implemented their selected strategy and rated their negative emotion. Using a dynamic perspective, we examined as predictors of (...) ER strategy choice, in addition to current stimulus intensity, several contextual factors from the immediately preceding trial: preceding stimulus intensity and strategy choice, and the intensity of negative affect following the previous strategy implementation and thus preceding the current trial. Results replicated earlier findings that participants are more likely to choose distraction for high-intensity images. Extending earlier findings, selecting reappraisal in the preceding trial and greater negative affect preceding the current trial were associated with lower odds of choosing distraction. The lack of significant interactions among the current and preceding trial factors suggests that these effects on ER choice were direct and not through moderating the effect of current stimulus intensity. These findings support dynamic theories of ER. (shrink)
The basis of science is the hypothetico-deductive method and the recording of experiments in sufficient detail to enable reproducibility. We report the development of Robot Scientist "Adam," which advances the automation of both. Adam has autonomously generated functional genomics hypotheses about the yeast Saccharomyces cerevisiae and experimentally tested these hypotheses by using laboratory automation. We have confirmed Adam's conclusions through manual experiments. To describe Adam's research, we have developed an ontology and logical language. The resulting formalization involves over 10,000 different (...) research units in a nested treelike structure, 10 levels deep, that relates the 6.6 million biomass measurements to their logical description. This formalization describes how a machine contributed to scientific knowledge. (shrink)
Social movements carry out extensive character work, trying to define not only their own reputations but those of other major players in their strategic arenas. Victims, villains, and heroes form the essential triad of character work, suggesting not only likely plots but also the emotions that audiences are supposed to feel for various players. Characters have been overlooked in cultural analysis, possibly because they often take visual, non-narrative forms. By focusing on characters within movements, we illuminate some cultural dilemmas that (...) both organizers and their opponents face as they try to influence players’ reputations. (shrink)
This study tests the effects of top management team member collectivistic values and TMT dissatisfaction with the financial situation on the environmental ethics of TMT members. We also examine the moderating effect of collectivistic values on the relationship between financial dissatisfaction and environmental ethics. Analyses of multi-level and source data show that financial dissatisfaction of the TMT negatively affects TMT members’ environmental ethics. However, TMT members’ individual collectivism can increase TMT members’ environmental ethics. Analyses also show that TMT members’ collectivism (...) moderates the relationship between financial dissatisfaction and environmental ethics across individual and team levels. (shrink)
Staggering advances in biotechnology within the past decade have given rise to pharmacological, surgical and prosthetic techniques capable of enhancing human functioning rather than merely treating or preventing disease. Bioenhancement technologies range from nootropics capable of enhancing cognitive abilities to distraction osteogenesis, a surgical technique capable of increasing height through limb lengthening. This paper examines whether the use of bioenhancements falls inside or outside the proper boundaries of healthcare, and if so, whether clinicians have professional responsibilities to administer bioenhancements to (...) patients. After explicating two theoretical approaches to the concept of health, one objectivist and the other constructivist, I contend that clinicians' corresponding professional responsibilities hinge on which philosophical account of health is endorsed, and illustrate how the lack of analytic clarity with respect to this concept can lead to defective positions on the place of bioenhancements in healthcare. With this conceptual framework in place, an account of health as a cluster concept that incorporates both constructivist and objectivist components is developed and defended. (shrink)
Insofar as psychiatrists and neurologists tend to the cognitive well-being of others, their work is interwoven with philosophical concerns and theoretical assumptions about the nature of the mind, its myriad functions, and the conditions governing its multiform pathologies. That the mind figures so prominently in their ordinary language attests to the wealth of insights that stands to be gained through a dialogue with philosophy. In one of the earliest efforts to taxonomize psychiatric medicine, Allgemeine Psychopathologie, Jaspers incisively remarks that "the (...) exclusion of philosophy would be disastrous for psychiatry…if any psychopathologist thinks he can disregard philosophy and leave it aside as useless he will... (shrink)
Heroes, villains, victims, and minions have been the building blocks of moral and political reputations throughout human history. In Public Characters, the authors look at visual images, music, and words to show the techniques by which these characters get constructed. They also trace the impact of these public characters in politics, including the 2016 triumph of Donald J. Trump through his ability to cast opponents as villains and minions.
This reissue, first published in 1980, is based on the experiences of the International Extension College in developing distance teaching. The volume begins by reviewing the world problems of educational quality and quantity, and then examines the ways in which print, broadcasts and group study have been used to train teachers, to improve classroom education, to teach by correspondence out of school, and to support rural development. It then considers how that experience can be used, perhaps by creating a network (...) of radio colleges, to supplement and extend existing schools and colleges. Finally, the book includes a descriptive and annotated bibliography of over 100 distance teaching projects in 65 third world countries. (shrink)
Michael Young, an anthropologist and Malinowski's authorized biographer, has selected the photographs based on one of Malinowski's unpublished studies of the region, and the plan of that abandoned project has helped structure this book.
Purpose: To examine the historical dimensions and ethical boundaries of medical repatriation, particularly as they relate to patients, health care providers, and hospitals. Methods: The methods employed in this analysis are rooted in the traditions and techniques of modern philosophy, medical ethics, and applied ethical theory. Results: After exploration and critical evaluation of the history and motivations behind medical repatriation, considerations against the practice are advanced. Drawing on the ethical dimensions of informed consent, equality, distributive justice, transparency, and trust, the (...) tension between medical repatriation and the ethical duties of health care providers is assessed. Conclusions: At this time of great change in health care and immigration policy, clarity about our ethical obligations to undocumented immigrants is crucial if we are to create systems that are not only efficient, coordinated, and technologically sophisticated but also equitable for those who are vulnerable. (shrink)
In Possibilities of Misidentification, Ashwell contends that the immunity principle developed and defended in my Pathologies of Thought and First Person Authority "doesn't show us anything about introspection or the first person—which should make us wonder whether it really captures that's at stake in discussions of IEM". Ashwell's argument hinges on two claims: IP turns on features that are not unique to introspection, to the first person, or to "subject matter that is thought to have IEM", and IP does not (...) yet capture "the standard claim of IEM for introspective self-attribution". Ashwell thereupon contends that the immunity furnished by IP "might be merely contingent"... (shrink)
The extended process model of emotion regulation posits that dynamic ER processes monitor and adjust the implementation of ER strategies over time. When an initial ER strategy is ineffective,...
Young argues against Michael Huemer's contention that egoism demands sacrificing others. The centrality of mutual trust in achieving vital sociallyproduced goods requires that egoism strictly limit, in degree and scope, any allowable prédation. The need for genuine and meaningful social recognition and affirmation rules out achieving mutual trust while secretly being a predator. Egoism may not support a strong Randian principle of never sacrificing others for the benefit of oneself but it plausibly supports a principle of never achieving particular benefits (...) for oneself by imposing on others costs that undermine mutual trust. (shrink)
The experience of free will has causal consequences, albeit not immediate ones. Although Wegner recognizes this, his model failed to incorporate this causal link. Is this experience central to “what makes us human”? A broad acceptance of Wegner's claim that free will is illusory has significant societal and religious consequences, therefore the threshold of evidence needs to be correspondingly high.
(1993). A curriculum for the 21st century? Towards a new basis for overcoming academic/vocational divisions 1 . British Journal of Educational Studies: Vol. 41, No. 3, pp. 203-222.
The drive to 'unify' post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, we show how the framework may be used to analyse existing systems, reform strategies, and (...) processes and pressures for change. The framework is exploratory and will need to be tested and developed in relation to a wider variety of education systems. (shrink)
