Results for 'graduates'

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  1.  37
    Assessing Graduate Student Progress in Engineering Ethics.Michael Davis & Alan Feinerman - 2012 - Science and Engineering Ethics 18 (2):351-367.
    Under a grant from the National Science Foundation, the authors (and others) undertook to integrate ethics into graduate engineering classes at three universities—and to assess success in a way allowing comparison across classes (and institutions). This paper describes the attempt to carry out that assessment. Standard methods of assessment turned out to demand too much class time. Under pressure from instructors, the authors developed an alternative method that is both specific in content to individual classes and allows comparison across classes. (...)
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  2.  15
    Fake Graduates.Shahryar Sorooshian - 2017 - Science and Engineering Ethics 23 (3):941-942.
    There is growing concern regarding the erosion of industries’ trust in the reliability and validity of university graduates. Fake graduates are described in this letter. This article endeavors to warn of a new version of the scholarly black market, in which theses and dissertations are sold to students seeking to graduate under false pretenses.
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  3.  13
    Psychology Graduate Students Weigh In: Qualitative Analysis of Academic Dishonesty and Suggestion Prevention Strategies.Jennifer Minarcik & Ana J. Bridges - 2015 - Journal of Academic Ethics 13 (2):197-216.
    The current qualitative study investigated prevalence and types of academic integrity violations in psychology graduate students and solicited student recommendations for how academic institutions, professors, and peers may act to discourage or prevent its occurrence. Students were recruited through email lists and asked to participate in an online study with a series of open-ended questions assessing integrity violations and prevention recommendations. Results revealed academic integrity violations were relatively infrequent and most were of relatively low severity. Common antecedents to integrity violations (...)
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  4.  9
    Graduate Students’ Experiences with Research Ethics in Conducting Health Research.Wendy Petillion, Sherri Melrose, Sharon L. Moore & Simon Nuttgens - 2017 - Research Ethics 13 (3-4):139-154.
    Graduate students typically first experience research ethics when they submit their masters or doctoral research projects for ethics approval. Research ethics boards in Canada review and grant ethical approval for student research projects and often have to provide additional support to these novice researchers. Previous studies have explored curriculum content, teaching approaches, and the learning environment related to research ethics for graduate students. However, research does not exist that examines students’ actual experience with the research ethics process. Qualitative description was (...)
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  5.  84
    Graduate Socialization in the Responsible Conduct of Research: A National Survey on the Research Ethics Training Experiences of Psychology Doctoral Students.Lindsay G. Feldman, Adam L. Fried & Celia B. Fisher - 2009 - Ethics and Behavior 19 (6):496-518.
    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 (...)
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  6.  85
    Graduate Students and the Culture of Authorship.Sarah E. Oberlander & Robert J. Spencer - 2006 - Ethics and Behavior 16 (3):217 – 232.
    In the last 50 years, multiauthored publications have become more prevalent, given the increasing number of collaborative, interdisciplinary, multicenter research studies. The determination of authorship credit and order is a difficult process, especially for graduate students, whose disadvantaged power position in research settings increases their vulnerability to exploitation. The American Psychological Association has published ethical standards for determining authorship credit, but the power difference inherent in the student-faculty relationship may complicate this ethical dilemma. The authors reviewed a number of previously (...)
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  7.  11
    Graduate Students' Experiences in Dealing with Impaired Peer, Compared with Faculty Predictions: An Exploratory Study.Jack Mearns & George J. Allen - 1991 - Ethics and Behavior 1 (3):191 – 202.
    In this study, we present data on graduate students' actual experiences in dealing with impaired peers and faculty predictions of how students would deal with such situations. A total of 29 faculty and 73 graduate students responded to a survey of 40 randomly selected clinical psychology training programs. Student respondents were almost universally (95%) aware of peers whom they regarded as impaired in their professional functioning, and half (49%) the sample reported being aware of a peer's ethical impropriety. Faculty overestimated (...)
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  8.  15
    Graduate Teaching Assistants: Ethical Training, Beliefs, and Practices.Mitchell M. Handelsman & Steven A. Branstetter - 2000 - Ethics and Behavior 10 (1):27-50.
    This study assessed several ethical issues and judgments facing graduate teaching assistants. Psychology GTAs judged the ethics of a number of teaching-related behaviors and rated how frequently they practiced those behaviors. Judgments of how ethical GTAs believed various behaviors to be, and the frequency with which they engaged in them, varied somewhat based on age, gender, training, and other factors. Moreover, several discrepancies were found between ethical judgments and practice. For example, most GTAs judged it unethical to teach without adequate (...)
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  9.  23
    Graduate Paper From the 2018 Joint Session.Alexander Roberts - forthcoming - Proceedings of the Aristotelian Society.
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  10.  57
    Graduated Sovereignty in South-East Asia.Aihwa Ong - 2000 - Theory, Culture and Society 17 (4):55-75.
    What fundamental changes in the state, and in the analysis of the state, have been stimulated by economic globalization? In the course of interactions with global markets and regulatory agencies, so-called Asian tiger countries like Malaysia and Indonesia have created new economic possibilities, social spaces and political constellations, which in turn condition their further actions. The shifting relations between market, state, and society have resulted in the state's flexible experimentations with sovereignty. Graduated sovereignty refers to a) the different modes of (...)
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  11.  10
    Graduates: The Sociology of an Elite.D. R. McNamara, R. K. Kelsall, Anne Poole & Annette Kuhn - 1972 - British Journal of Educational Studies 20 (3):339.
  12.  2
    Philosophy for Graduate Students: Metaphysics and Epistemology.Alex Broadbent - 2016 - Routledge.
    When graduate students start their studies, they usually have sound knowledge of some areas of philosophy, but the overall map of their knowledge is often patchy and disjointed. There are a number of topics that any contemporary philosopher working in any part of the analytic tradition needs to grasp, and to grasp as a coherent whole rather than a rag-bag of interesting but isolated discussions. This book answers this need, by providing a overview of core topics in metaphysics and epistemology (...)
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  13.  24
    Academic Dishonesty at the Graduate Level.Anthony N. Fabricatore, Peter A. Brawer, Paul J. Handal & Valerie A. Wajda-Johnston - 2001 - Ethics and Behavior 11 (3):287-305.
    We investigated the definition, prevalence, perceived prevalence and severity of, as well as justifications for and expected responses to, academic dishonesty at the graduate level in a sample of 246 graduate students, 49 faculty, and 20 administrators. Between 2.5% and 55.1% of students self-reported engaging in academically dishonest behaviors, depending on the nature of the behavior. Students and faculty rated 40 examples of academically dishonest behaviors similarly in terms of severity, but faculty tended to underestimate the prevalence of academic dishonesty. (...)
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  14.  5
    Graduate Trainee Schemes in Higher Education.Allan Bolton - 2008 - Perspectives: Policy and Practice in Higher Education 12 (2):44-46.
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  15.  39
    Ethical Issues in Graduate Education.Samuel Gorovitz - 1998 - Science and Engineering Ethics 4 (2):235-250.
    Concern about the employment prospects of Ph.D.’s in the sciences and engineering has prompted overdue interest in the ethical aspects of graduate education. It is not possible to isolate an ethical inquiry that focuses solely on job-related issues. The ethical problems in graduate education are each related to employment, but none is related to employment only. We can illuminate potential ethical problems by considering conflicts of interest at each point from the decision to offer a graduate program through the treatment (...)
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  16.  26
    Argumentative Writing Behavior of Graduate EFL Learners.Esmaeel Abdollahzadeh, Mohammad Amini Farsani & Maryam Beikmohammadi - 2017 - Argumentation 31 (4):641-661.
    This study analyzed the argumentative writing behavior of Iranian graduate learners of English as Foreign Language in their English essays. Further, the correlations between the use of argument elements and overall writing quality as well as soundness of produced arguments were investigated. To this end, 150 essays were analyzed. The sample essays were found to be predominantly deductive in terms of rhetorical pattern. Moreover, they mainly utilized ‘data’ and ‘claim’ most frequently with secondary elements of argument as the least produced (...)
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  17.  1
    Women, Science, and Academia: Graduate Education and Careers.Mary Frank Fox - 2001 - Gender and Society 15 (5):654-666.
    In the study of gender and society, science is a strategic analytic research site—because of the hierarchical nature of gendered relations, generally, and the hierarchy of science, particularly. Academic science, especially, is crucial to, and revealing of, status in science and society. This article focuses on three questions: What is the status of women in scientific careers and the role of graduate education in these careers? What are the implications for the analysis of gender? Where can we intervene, and how? (...)
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  18.  8
    Ethical Issues When Graduate Students Act as Mentors.Cynthia E. Brown - 2016 - Ethics and Behavior 26 (8):688-702.
    The field of ethics in psychology has devoted a great deal of attention to the ethical issues that arise when students and faculty develop mentor–mentee relationships. However, little attention has been given to examining the role of graduate students acting as mentors. Graduate students often supervise and evaluate undergraduates as a part of research and teaching responsibilities, and may act as mentors to more junior graduate students. This article discusses the unique qualities and ethical considerations of graduate students in mentoring (...)
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  19.  8
    A Graduate Programme in History, Philosophy and Science Teaching in Brazil.Olival Freire Jr & Robinson M. Tenório - 2001 - Science & Education 10 (6):601-608.
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  20.  22
    Challenges in Addressing Graduate Student Impairment in Academic Professional Psychology Programs.Rebecca A. Schwartz-Mette - 2009 - Ethics and Behavior 19 (2):91 – 102.
    Given the prevalence of emotional and psychological problems among professional psychologists, a primary concern to the field is impairment, or problems of professional competence. Graduate students, in particular, are an especially vulnerable subpopulation of mental health care professionals. Despite graduate students' heightened risk of impairment, relatively little attention has been paid in the literature to the handling of impairment in graduate students in academic training programs. Recommendations for a proactive approach to addressing impairment in trainees are discussed with respect to (...)
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  21. Publishing Advice for Graduate Students.Thom Brooks - manuscript
    Graduate students often lack concrete advice on publishing. This essay is an attempt to fill this important gap. Advice is given on how to publish everything from book reviews to articles, replies to book chapters, and how to secure both edited book contracts and authored monograph contracts, along with plenty of helpful tips and advice on the publishing world (and how it works) along the way in what is meant to be a comprehensive, concrete guide to publishing that should be (...)
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  22.  14
    Evaluating Graduate Programs in Bioethics: What Measures Should We Use?Glenn McGee, David Magnus & Kelly Carroll - 2002 - American Journal of Bioethics 2 (4):1 – 2.
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  23.  13
    Precarity, Clinical Labour and Graduation From Ebola Clinical Research in West Africa.Arsenii Alenichev & Vinh-Kim Nguyen - 2019 - Global Bioethics 30 (1):1-18.
    ABSTRACTThe provision of gifts and payments for healthy volunteer subjects remains an important topic in global health research ethics. This paper provides empirical insights into theoretical debat...
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  24.  32
    Acclimating International Graduate Students to Professional Engineering Ethics.Katherine Austin Byron Newberry, Greta Gorsuch William Lawson & Thomas Darwin - 2011 - Science and Engineering Ethics 17 (1):171-194.
    This article describes the education portion of an ongoing grant-sponsored education and research project designed to help graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated with engineering practice in the United States. While the curriculum developed for this project is used for both domestic and international students, the educational materials were designed to be sensitive to the specific needs of international graduate students. In recent years, engineering programs in the United States have (...)
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  25.  17
    Four Graduation Speeches From Oxford Manuscripts (C. 1270-1310).P. Osmund Lewry - 1982 - Mediaeval Studies 44 (1):138-180.
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  26.  30
    Appropriate Supervisor--Graduate Student Relationships.Lynne E. Sullivan & James R. P. Ogloff - 1998 - Ethics and Behavior 8 (3):229 – 248.
    Given that university faculty members and supervisors practicing in the community have been involved in at least one research supervisor-graduate student relationship, it is surprising that so little attention has been paid to the ethical issues involved in such relationships. Indeed, as a student and her or his graduate research supervisor may be involved in a close working relationship for many years, it is understandable that several opportunities can arise that could be considered dual or multiple relationships. Examples of such (...)
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  27.  33
    Just War and Graduated Discrimination.Christopher H. Toner - 2004 - American Catholic Philosophical Quarterly 78 (4):649-665.
    Th is paper investigates the question of legitimate targets in war and the traditional jus in bello principle of discrimination, which is generally interpreted to mean that a bright line must be drawn between combatants and noncombatants, and that only the former may be attacked directly.Michael Walzer and John Rawls have proposed a “supreme emergency exemption” to this principle, which permits the targeting of innocent people in emergencies such as that of Britain in late 1940. Rejecting this, the paper offers (...)
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  28.  6
    Graduate Business Education and the Moral Development of MBA Students.Thomas Jones, Tom Thomas, Bradley Agle & Jenifer Ehreth - 1990 - Proceedings of the International Association for Business and Society 1:86-105.
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  29.  34
    Multiple Relationships Between Graduate Assistants and Students: Ethical and Practical Considerations.Sarah E. Oberlander & Jeffrey E. Barnett - 2005 - Ethics and Behavior 15 (1):49 – 63.
    Most, if not all, psychologists have served as teaching or research assistants during graduate school, been instructed by teaching assistants, or both. As both faculty and students themselves, graduate assistants are faced with several dilemmas for which they typically have little preparation or guidance. These issues are explored in the context of the existing literature on multiple relationships in academic settings. Recommendations are made for graduate assistants, their faculty supervisors or mentors, and administrators to proactively address and confront these challenges (...)
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  30.  42
    Individual and Organizational Predictors of the Ethicality of Graduate Students’ Responses to Research Integrity Issues.Philip J. Langlais & Blake J. Bent - 2014 - Science and Engineering Ethics 20 (4):897-921.
    The development of effective means to enhance research integrity by universities requires baseline measures of individual, programmatic, and institutional factors known to contribute to ethical decision making and behavior. In the present study, master’s thesis and Ph.D. students in the fields of biological, health and social sciences at a research extensive university completed a field appropriate measure of research ethical decision making and rated the seriousness of the research issue and importance for implementing the selection response. In addition they were (...)
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  31.  17
    Mentor-Protégé Relationships in Graduate Training: Some Ethical Concerns.W. Brad Johnson & Nancy Nelson - 1999 - Ethics and Behavior 9 (3):189 – 210.
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  32.  10
    Natural Philosophy in the Graduation Theses of the Scottish Universities in the First Half of the Seventeenth Century.Giovanni Gellera - unknown
    The graduation theses of the Scottish universities in the first half of the seventeenth century are at the crossroads of philosophical and historical events of fundamental importance: Renaissance and Humanist philosophy, Scholastic and modern philosophy, Reformation and Counterreformation, the rise of modern science. The struggle among these tendencies shaped the culture of the seventeenth century. Graduation theses are a product of the Scholasticism of the modern age, which survived the Reformation in Scotland and decisively influenced Scottish philosophy in the seventeenth (...)
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  33.  20
    High‐School Graduates' Beliefs About Science‐Technology‐Society. III. Characteristics and Limitations of Scientific Knowledge. [REVIEW]Glen S. Aikenhead - 1987 - Science Education 71 (4):459-487.
  34.  13
    High‐School Graduates' Beliefs About Science‐Technology‐Society. I. Methods and Issues in Monitoring Student Views.Glen S. Aikenhead, Reg W. Fleming & Alan G. Ryan - 1987 - Science Education 71 (2):145-161.
  35.  23
    Perceptions of Plagiarism by STEM Graduate Students: A Case Study.Michelle Leonard, David Schwieder, Amy Buhler, Denise Beaubien Bennett & Melody Royster - 2015 - Science and Engineering Ethics 21 (6):1587-1608.
    Issues of academic integrity, specifically knowledge of, perceptions and attitudes toward plagiarism, are well documented in post-secondary settings using case studies for specific courses, recording discourse with focus groups, analyzing cross-cultural education philosophies, and reviewing the current literature. In this paper, the authors examine the perceptions of graduate students in science, technology, engineering, and mathematics disciplines at the University of Florida regarding misconduct and integrity issues. Results revealed students’ perceptions of the definition and seriousness of potential academic misconduct, knowledge of (...)
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  36.  12
    Violence Against New Graduated Nurses in Clinical Settings.H. Ebrahimi, H. Hassankhani, R. Negarandeh, C. Jeffrey & A. Azizi - 2017 - Nursing Ethics 24 (6):704-715.
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  37.  40
    Effects of Training in the Responsible Conduct of Research: A Survey of Graduate Students in Experimental Sciences. [REVIEW]Michael Kalichman & Sarah Brown - 1998 - Science and Engineering Ethics 4 (4):487-498.
    In recent years, programs for training in research ethics have become widespread, but very little has been done to assess the effectiveness of this training. Because initial studies have failed to demonstrate a positive impact of research ethics training, this project defined two new outcome variables to be tested in a sample of graduate students at the University of California, San Diego. Trainees were surveyed to assess the role of ethics training in altering their perceptions about their own standards, or (...)
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  38.  63
    Attitudes and Behaviors Related to Academic Dishonesty: A Survey of Taiwanese Graduate Students.Shu Ching Yang - 2012 - Ethics and Behavior 22 (3):218 - 237.
    This study examined academic dishonesty (AD) of 586 Taiwanese graduate students, the relationship between students' AD and their perceptions of AD of their peers, and their judgments regarding the seriousness of AD. Results showed that female students were more critical of AD than their male counterparts were in the areas of fraudulence, plagiarism, and falsification. Male students demonstrated more awareness of peer involvement in AD in the area of falsification than did female students. Master's students confessed to greater involvement in (...)
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  39.  37
    Help From Faculty: Findings From the Acadia Institute Graduate Education Study.Melissa S. Anderson, Elo Charity Oju & Tina M. R. Falkner - 2001 - Science and Engineering Ethics 7 (4):487-503.
    Doctoral students receive many kinds of assistance from faculty members, but much of this support falls short of mentoring. This paper takes the perspective that it is more important to find out what kinds of help students receive from faculty than to assume that students are taken care of by mentors, as distinct from advisors or role models. The findings here are based on both survey and interview data collected through the Acadia Institute’s project on Professional Values and Ethical Issues (...)
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  40.  61
    Ethics Across the Graduate Engineering Curriculum: An Experiment in Teaching and Assessment.Michael Davis & Kathryn Riley - 2008 - Teaching Ethics 9 (1):25-42.
  41. Philosophy Graduates and Jobs a Report Prepared for the Royal Institute of Philosophy.Peter Ratcliffe, Martin Warner & Royal Institute of Philosophy - 1986 - The Institute & the University of Warwick.
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  42.  21
    Research Ethics Education in Post-Graduate Medical Curricula in I.R. Iran.Nazila Nikravanfard, Faezeh Khorasanizadeh & Kazem Zendehdel - 2017 - Developing World Bioethics 17 (2):77-83.
    Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount of teaching allocated for ethics (...)
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  43.  22
    High‐School Graduates' Beliefs About Science‐Technology‐Society. IV. The Characteristics of Scientists.Alan G. Ryan - 1987 - Science Education 71 (4):489-510.
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  44.  6
    Newly Graduated Nurses’ Experiences of Horizontal Violence.Ivana Maria Rosi, Adriana Contiguglia, Kim Randall Millama & Stefania Rancati - 2020 - Nursing Ethics 27 (7):1556-1568.
    Background: Horizontal violence, defined in the literature as ‘interpersonal conflict between two nurses at the same hierarchical levels in organizations’, often associated with bullying, affects the well-being of nurses, care recipients and the professional image of nursing and the organization due to increased turnover. One in every three newly graduated nurses is a victim of horizontal violence, although they do not always know how to define it. Aim: To investigate the direct and indirect experiences of horizontal violence in newly graduated (...)
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  45. Graduating Political Crisis and Violence in the Discourse of History: The Role of Spanish Suffixes.Claudio Pinuer, Claudia Castro & Teresa Oteíza - 2021 - Discourse Studies 23 (3):296-323.
    This article offers an analysis of the Spanish derivative morphology potential for graduating attitudinal meanings regarding the expression of political crisis and of contested meanings of human rights violations in the discourse of recent Chilean History. This study is framed in the typological principles of Systemic Functional Linguistics and in the appraisal system, particularly in the sub-system of graduation. The analysis demonstrates on one hand the productive role of the suffixes -ada and -azo when graduating attitudinal meanings regarding the expression (...)
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  46.  38
    An Analysis of Undergraduate and Graduate Student Nurses' Moral Sensitivity.R. W. Comrie - 2012 - Nursing Ethics 19 (1):116-127.
    This study describes the level of moral sensitivity among nursing students enrolled in a traditional baccalaureate nursing program and a master’s nursing program. Survey responses to the Modified Moral Sensitivity Questionnaire for Student Nurses from 250 junior, senior, and graduate students from one nursing school were analyzed. It was not possible to draw conclusions based on the tool. Moral category analysis showed students ranked the category structuring moral meaning highest and interpersonal orientation second. The moral issue ranking highest was honesty, (...)
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  47. STS Graduate Education and Research.Paul T. Durbin - 1999 - Bulletin of Science, Technology and Society 19 (2):135-138.
    This short article summarizes the difficulties likely to be experienced in STS graduate education and research; the reasons, nevertheless, for optimism; and ends with an optimistic note about the future.
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  48.  5
    A Reflective Account of a Research Ethics Course for an Interdisciplinary Cohort of Graduate Students.Bor Luen Tang & Joan Siew Ching Lee - 2020 - Science and Engineering Ethics 26 (2):1089-1105.
    The graduate course in research ethics in the Graduate School for Integrative Sciences and Engineering at the National University of Singapore consists of a semester long mandatory course titled: “Research Ethics and Scientific Integrity.” The course provides students with guiding principles for appropriate conduct in the professional and social settings of scientific research and in making morally weighted and ethically sound decisions when confronted with moral dilemmas. It seeks to enhance understanding and appreciation of the moral reasoning underpinning various rules (...)
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  49.  21
    Graduate Employability and the Principle of Potentiality: An Aspect of the Ethics of HRM. [REVIEW]Bogdan Costea, Kostas Amiridis & Norman Crump - 2012 - Journal of Business Ethics 111 (1):25-36.
    The recruitment of the next generation of workers is of central concern to contemporary HRM. This paper focuses on university campuses as a major site of this process, and particularly as a new domain in which HRM's ethical claims are configured, in which it sets and answers a range of ethical questions as it outlines the 'ethos' of the ideal future worker. At the heart of this ethos lies what we call the 'principle of potentiality'. This principle is explored through (...)
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  50.  22
    Graduate Students and Mentors: The Need for Divine Intervention: Commentary on ‘Mentoring: Some Ethical Considerations’.Judith P. Swazey - 2001 - Science and Engineering Ethics 7 (4):483-485.
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