This study uses judgment and decision-making (JDM) perspective with the help of framing and schema literature from cognitive psychology to evaluate how managers behave when problems with unethical overtones are presented to them in a managerial frame rather than an ethical frame. In the proposed managerial model, moral judgment of the situation is one of the inputs to managerial judgment, among several other inputs regarding costs and benefits of various alternatives. Managerial judgment results in managerial intent leading to managerial action. (...) The model and the effects of taking an ethics course on ethical and managerial judgment and managerial intent were then indirectly tested in this study, wherein subjects judged the ethical wrongness, managerial badness, and the managerial intent regarding decisions made in a case. Forty-nine MBA students analyzed a case involving budget-based bonuses and production, in which the ethical issue evolved over three stages. It appears from the Path-analysis results that managerial judgment mediated between moral judgment and the judgment of managerial intent as suggested by the proposed model, and that taking an ethics course directly affected managerial judgment but did not affect the moral judgment. Additionally, in the first stage of decision-making (early stage of a developing “ethical slippery slope”), moral judgment did not significantly influence managerial judgment. However, students with ethics course still were more inclined to judge the decision as managerially bad as compared to others, indicating that they were more aware or sensitive to the moral issues involved. (shrink)
Gandhi, M. K. [Answers to three questions]--Tagore, R. The religion of an artist.--Abhedānanda, Swāmi. Hindu philosophy in India.--Bhattacharyya, H. The principle of activism.--Bhattacharyya, K. C. The concept of philosophy.--Chatterji, G. C. Common-sense empiricism.--Coomaraswamy, A. K. On the pertinence of philosophy.--Damle, N. G. The faith of an idealist.--Das, B. Ătma-vidyā, or The science of self.--Das, R. Pursuit of truth through doubt and belief.--Dasgupta, S. Philosophy of dependent emergence.--Datta, D. M. Knowledge, reality and the unknown.--Haldar, H. Realistic idealism.--.
The Advaita Vedānta notion of ātman/Brahman presents a serious philosophical challenge to this school-namely, it demands that they explain how all (reality) can be undivided, unchanging, and pure consciousness, yet appear to be everything but nondual, unchanging, and pure consciousness. The Advaita answer is avidyā, ajāna (ignorance). This answer tells us that Brahman does not really change; it is only ignorance that makes it appear to change. This answer has engendered as many questions as it has resolved, and it is (...) possible that they can be boiled down to the following: how can vidyā and avidyā be simultaneous and coterminous? After reviewing the Advaita responses to the debates regarding avidyā, which arose within Advaita and between Advaitins and their opponents, a traditional Advaita path will be followed by offering an analogy to illuminate this quandary. The strength of this contemporary analogy, based on holography, lies in its ability to illuminate the nature of Brahman as being without parts, without duality, without change; yet holography presents us with images that appear to change and be with parts. (shrink)
The Advaita Vedānta notion of ātman/Brahman presents serious philosophical challenge to this school—namely, it demands that they explain how all can be undivided, unchanging, and pure consciousness, yet appear to be everything but nondual, unchanging, and pure consciousness. The Advaita answer is avidyā, ajñāna. This answer tells us that Brahman does not really change; it is only ignorance that makes it appear to change. This answer has engendered as many questions as it has resolved, and it is possible that they (...) can be boiled down to the following: how can vidyā and avidyā be simultaneous and coterminous? After reviewing the Advaita responses to the debates regarding avidyā which arose within Advaita and between Advaitins and their opponents, traditional Advaita path will be followed by offering an analogy to illuminate this quandary. The strength of this contemporary analogy, based on holography, lies in its ability to illuminate the nature of Brahman as being without parts, without duality, without change; yet holography presents us with images that appear to change and be with parts. (shrink)
Vijay is a forty-eight-year-old man with profound mental retardation and cerebral palsy. He uses a wheelchair, cannot speak or eat by mouth, and requires constant care. He lived in a group home for twenty-eight years. During the last year, Vijay has required two visits to the emergency room on average per month and has been hospitalized for two hundred days in total. These hospitalizations are the result of a number of painful and dangerous complications related to the gastrostomy tube that (...) provides his nutrition. The last time he was in the hospital, doctors had to give him a peripherally inserted central catheter, or PICC line, to provide nutrition because the gastrostomy tube was no longer effective .. (shrink)
In Indian knowledge traditions, Vyākaraṇa describes the rules for the formation and use of correct words. The Vākya is postulated as the primary unit of communication. “śābdabodha” deals with the cognition of sentential meaning. Similarly, in Indian music, every rāga has a lexicon and grammar : a rāga only allows some notes and not others, and it has rules for constructing phrases—notes to be highlighted, notes to end phrases on, ornamentation, etc. These phrases of the rāga are comparable to “vākya” (...) which when presented with due regard to certain other considerations generate an apprehension of the rāga. During presentation of a rāga, an artist aims to evoke the rāga-cchāyā or rāga-svarūpa and also an emotive state in the listener. There is a cognitive aspect to the informed listening of a rāga that is parallel to linguistic communication. We seek to understand how these parallels work between śābdabodha and rāgabodha. We postulate that the conditions of expectancy, logical consistency and proximity in combination with the theory of sphoṭa provide a framework to explain how a rāga is expounded and cognised. (shrink)
In this paper, we propose an Internet of Things to enhancing the experience of personal gardening as a method of therapy for mental-health patients, given a belief in its role in a person’s mood and general positivity, The proposed prototype continuously senses and monitors the state of an indoor plant through different sensors. The user is notified of the plant’s needs for water, sunlight, etc., through generated notifications from channels over cloud in-real time. Thus, we were able to successfully create (...) a humanised experience of recovery where the user can accessibly ‘talk’ with its plant through a smartphone. (shrink)
According to familiar accounts, Rousseau held that humans are actuated by two distinct kinds of self love: amour de soi, a benign concern for one's self-preservation and well-being; and amour-propre, a malign concern to stand above other people, delighting in their despite. I argue that although amour-propre can (and often does) assume this malign form, this is not intrinsic to its character. The first and best rank among men that amour-propre directs us to claim for ourselves is that of occupying (...) 'man's estate'. This does not require, indeed it precludes, subjection of others. Amour-propre does not need suppression or circumscription if we are to live good lives; it rather requires direction to its proper end, not a delusive one. (shrink)
Educational pressures such as challenging workload, demanding deadlines and competitiveness among undergraduate dental students erode academic integrity in clinical training. The implementation of honour codes have been associated with the reduction in academic dishonesty.An action research was undertaken to investigate and foster academic integrity through creative pedagogical strategies and the implementation of an honour code within the undergraduate dental programme.Students reported the honour code as relevant and it encouraged the five investigated fundamental values of academic integrity. The students also favoured (...) the annual implementation of the honour code. The creative pedagogical strategy facilitated a change in perception on academic integrity in the clinical scenarios sessions. Most students showed changes in perception of academic integrity. The majority of students’ narratives/responses were positive and the emerging subthemes also espoused the five out of the six ICAI fundamental values of academic integrity. Students indicated the need for inclusion of academic integrity education within the curriculum. They felt that staff also should be guided by an academic integrity policy.Implementation of an honour code coupled with creative pedagogical strategies helped to foster understanding and appreciation for academic integrity. Conversely the honour code implementation was more effective due to the use of supportive creative pedagogical strategies on academic integrity. It is still undetermined whether these change in perception impacted on clinical practice during training and post-graduation. (shrink)
NON-DUALISM, DUALISM AND MONISM Q.1 What do the following terms, often used by the Vedanta: dualism, monism, monotheism and non-dualism, mean? A. Every philosophical or cosmological vision which affirms two opposing and irreducible ...
Using mobile health research as an extended example, this article provides an overview of when the Common Rule “applies” to a variety of activities, what might be meant when one says that the Common Rule does or does not “apply,” the extent to which these different meanings of “apply” matter, and, when the Common Rule does apply, how it applies.
Comparing the three-form reasoning of new Hetu-vidya with Western logic, scholars have put forward four perspectives. Combining their strengths and shortcomings, and the examples of Hetu-vidya reasoning, we can conclude that the three-form reasoning should have four forms: (1) the affirmative expression of formal implication; (2) the modus ponens of hypothetical reasoning concerning sufficient conditions after universal instantiation; (3) the negative expression of a formal implication; and (4) the modus tollens of hypothetical reasoning concerning sufficient conditions after universal (...) instantiation. (shrink)
Kavramlar doğru anlamlandırılmadığı takdirde meselelerin anlaşılması noktasında yanlış sonuçlara varmanın kaçınılmaz olduğu bir hakikattir. Fıtrat kavramı bu manada insanın neliği bağlamında başat kavram olarak her daim farklı değerlendirmelere konu olmuştur. İnsanın, gerek kendisini var eden Allah ile olan ilişkisi gerekse hemcinsleriyle ve içerisinde yaşadığı âlemle ilişkisi çerçevesinde bu kavramın anlam alanının tespiti yine ait olduğu dünya üzerinden yapıldığı zaman konu hakkında doğru sonuçların elde edilmesine imkân tanıyacaktır. Kur’ân ve hadislerde yerini bulan fıtrat kavramının anlam alanına yönelik çalışmaların bu alanlarda derinlemesine (...) tahlili noktasında söz konusu metinleri, kendi iç bütünlükleri ve birbirleriyle olan ilişkileri bağlamında meseleyi ele alması, en sağlıklı yol olacaktır. Bu çalışmada kavramın önce sözlük anlamı, türevleri üzerinden ele alınmış daha sonra Kur’ân ve hadislerde geçtiği durumları, belirtilen usûl üzerinden değerlendirmeye tâbi tutulmuştur. Sonuç olarak luğavî anlamı da dikkate alınarak fıtrat kavramı ile Kur’ân’da insanın Allah’la ilişkisine, hadislerde ise insanın doğasındaki sâfiyete ve insanlarla olan ilişkisinde dikkat gerektiren yönüne vurgu yapıldığı ortaya konulmaya çalışılmıştır. (shrink)
