Financial relationships and business transactions between physicians and the health care industry are common. These relationships take a variety of forms, including payments to physicians in exchange for consulting services, reimbursement of physician travel expenses when attending medical device and pharmaceutical educational conferences, physician ownership in life science company stocks, and the provision of free drug samples. Such practices are not intrinsic to medical practice, but as the Institute of Medicine described in its 2009 report, these relationships have the potential (...) to produce positive collaborations that improve patient care and public health, and most physicians view it as “ethically proper to accept items ranging from drug samples to a lucrative consultantship.”However, financial relationships between physicians and pharmaceutical, medical device and biotechnology companies can also create negative influences on physician judgment that compromise patient care and jeopardize the public’s trust. (shrink)

Dena Goodman here offers a fresh explanation of how critical theory broke out of the mold of an earlier tradition of discourse—the mirror for princes genre—and shaped its own course in the eighteenth century. Criticism in Action provides a historical analysis of French Enlightenment texts as actions and as the focus of critical activity in which writers and their potential readers participate. Goodman approaches texts as forces that shape the thinking and acting of the individuals engaged in the act (...) of reading and presents new interpretations of major Enlightenment texts by Montesquieu, Rousseau, and Diderot. (shrink)

Despite repeated calls for equity, diversity, and inclusion in nursing education and the significance of disability for the vocation of nursing, the voices and experiences of nursing faculty with disabilities are largely absent from our literature. In this paper, we present a critical grounded theory of the experiences of disabled nursing faculty in academe to begin to amend this gap. Using critical disability studies as a sensitizing framework and building on prior work on racism and other systems of oppression in (...) nursing, we theorize that nursing academe is a normalized space produced by White, able‐mindbodied, and cis‐heteropatriarchal discourses that regulate the boundaries of inclusion via exclusionary social norms. Further, we describe the operations of normalcy in nursing academe, discuss implications for education and health care, and consider avenues for change. (shrink)

Willingness to collaborate across disciplinary boundaries is necessary but not sufficient for project success. This is a case study of a transdisciplinary project whose success was constrained by contextual factors that ultimately favoured technical and scientific forms of knowledge over the cultural intelligence that might ensure technical solutions were socially feasible. In response to Alaskan Water and Sewer Challenge, an international team with expertise in engineering, consultative design and public health formed in 2013 to collaborate on a two-year project to (...) design remote area water and sanitation systems in consultation with two native Alaskan communities. Team members were later interviewed about their experiences. Project processes are discussed using a ‘Knowledge Ecology’ framework, which applies principles of ecosystems analysis to knowledge ecologies, identifying the knowledge equivalents of ‘biotic’ and ‘abiotic’ factors and looking at their various interactions. In a positivist ‘knowledge integration’ perspective, different knowledges are like Lego blocks that combine with other ‘data sets’ to create a unified structure. The knowledge ecology framework highlights how interactions between different knowledges and knowledge practitioners are shaped by contextual factors: the conditions of knowledge production, the research policy and funding climate, the distribution of research resources, and differential access to enabling infrastructures. This case study highlights the importance of efforts to negotiate between different knowledge frameworks, including by strategic use of language and precepts that help translate social research into technical design outcomes that are grounded in social reality. (shrink)

This essay builds on recent scholarship on Linnaeus to revise our understanding of how and why he became influential in France in the 1790s. It looks in particular at the nontaxonomic writings of Linnaeus (such as the Amoenitates Academicae) and the young men associated with two voluntary societies that emerged in Paris early in the Revolutionary decade—the Société d’Histoire Naturelle and the Société Philomatique—drawing on their minutes as well as the correspondence and other writings of their members. The essay focuses (...) on Alexandre Brongniart (1770–1847), who was an active member of both societies, and the younger men he mentored, including Ernest Coquebert de Montbret (1780–1801) and Augustin Pyramus de Candolle (1778–1841). It concludes that to be Linnaean in Revolutionary France was not simply to embrace Linnaean taxonomy and nomenclature; rather, it was to practice natural history as a form of citizenship validated by patriotic arguments for its utility to the nation that were based on Linnaeus’s theory of natural and political economy grounded in the land. (shrink)

This is a book about the culture wars, particularly those in the U.S. To gain a more complete view of what they are and what is at stake, I examine the relationships between funding, censorship, and democracy by looking closely at particular examples where the government at least wanted to refuse funding (it sometimes in fact succeeded) and to then look at the issues that arise. The main examples I have chosen is Andres Serrano, whose Piss Christ helped many people’s (...) blood pressure rise, and who, along with Robert Mapplethorpe, caused the late 1980s and early 1990s outcry over the National Endowment for the Arts. These are the instances that started the so-called culture wars more than two decades ago and it is in this form that they still exist today. This book is an attempt to rationally and completely examine the issues at hand and to finally set to rest the contentions that underlie the debates, not just in their current specific form in the United States, but in general. These are the philosophical issues, which include not only the obvious political concerns around demands for liberty, free speech, and the compromises inherent in social organizations, but the epistemological issues at the heart of art. What is it that we learn from art and why is the presence of culture so often beloved and a deprivation of it bereaved? (shrink)

What makes an artwork bring on the demands of censorship? Is it when it offends a majority of people, a significant minority, or just a few? And is it censorship when the work is denied all venues of exhibition or is it also censorship when it is denied public grants and/or exhibitions dependent on public funds i.e. in museums, but granted the right of private exhibition i.e. in commercial galleries?The article "Censorship, 'Decency' and Dollars" by Dena Shottenkirk deals with (...) the thorny and difficult issues surrounding art censorship, and the political and aesthetic consequences of them. J.S. Mill's harm/offense distinction is sometimes used in such discussions regarding paternalism, but, even setting aside Mill's back-pedaling on public decency concerns, the harm/offense distinction is not the clear-cut one we'd often want in dealing with contemporary culture. How much of modernism's avant-garde would exist without tweaking the boundaries of harm and offense, and how dependent are our free speech rights on such cultural expressions? While hoping to defend the rights of perverse expression and - at the same time-democracy everywhere, the line drawn on what-gets-shown and who-gets-to-decide are tempestuous issues indeed. (shrink)

Responsible conduct of research courses are widely taught, but little is known about the purposes or effectiveness of such courses. As one way to assess the purposes of these courses, students were surveyed about their perspectives after recent completion of one of eleven different research ethics courses at ten different institutions. Participants enrolled in RCR courses in spring and fall of 2003 received a voluntary, anonymous survey from their instructors at the completion of the course. Responses were received from 268 (...) participants. Seventy-seven percent of open-ended responses listed specific kinds of information learned; only a few respondents talked about changes in skills or attitudes. The perception that courses did more to provide information than to foster skills or attitudes was verified in quantitative responses. Over 75% of the respondents specifically noted that courses were useful in preparing them to recognize, avoid, and respond to research misconduct. The two principal findings of this multi-institutional study are that respondents reported: a wide variety of positive outcomes for research ethics courses, but that the impact on knowledge was greater than that for changes in skills or attitudes. (shrink)

Despite more than 25 years of a requirement for training in the responsible conduct of research, there is still little consensus about what such training should include, how it should be delivered, nor what constitutes “effectiveness” of such training. This lack of consensus on content, approaches and outcomes is evident in recent data showing high variability in the development and implementation of RCR instruction across universities and programs. If we accept that one of the primary aims of instruction in RCR/research (...) ethics is “to foster a community of social responsibility”, then it makes sense to consider the research environment itself—where learning one’s science happens where one also engages in social interaction around that science. In order to take the best advantage of that already existing/naturally occurring research environment, the authors, through a deliberative, collaborative, and integrative process, crafted a workshop curriculum meant to arm research faculty with concrete and specific tools to effectively introduce research ethics in the context of the research environment. (shrink)

As we aggressively pursue research to cure and prevent Alzheimer’s disease, we encounter important ethical challenges. None of these challenges, if handled thoughtfully, would pose insurmountable barriers to research. But if they are ignored, they could slow the research process, alienate potential study subjects and do damage to research recruits and others. These challenges are the necessity of very large cohorts of research subjects, recruited for lengthy studies, probably ending only in the subjects’ death; the creation of cohorts of ’study (...) ready' volunteers, many of whom will be competent to consent at the beginning of the process, but move into cognitive impairment later; reliance on adaptive trial design, creating challenges for informed consent, equipoise and justice; the use of biomarkers and predictive tests that describe risk rather than certainty, and that can threaten participants’ welfare if the information is obtained by insurance companies or long-term care providers; the use of study partners that creates unique risks of harm to the relationship of subject and study partner. We need greater attention, at all levels, to these complex ethical issues. Work on these issues should be included in research plans, from the federal to the local, and should be supported through NIH in the same way that it supported work on the ethical, legal and social implications of genetic research. (shrink)

Nelson Goodman’s disparate writings are often discussed and written about only within their own particular discipline, such that the epistemology is discussed in contrast to others’ epistemology, the aesthetics is contrasted with more traditional aesthetics, and the ontology and logic is viewed in opposition to both other contemporary philosophers and to his historical predecessors. This book argues that that is not an adequate way to view Goodman. The book is divided into three sections: The Metaphysics, The Epistemology, The Aesthetics. I (...) demonstrate, firstly, the dependency of his epistemology and aesthetics on his early metaphysical and ontological writings, and secondly, that it is the very application of those metaphysical and ontological positions to the rest of his philosophical writings that is the source of much of which fails to be completely satisfactory in his aesthetics. They are sequential sections within each providing the ground rules for the next section and, furthermore, providing the reasons for limitations on the terms available to the subsequent section(s). Thus the Metaphysics is an explication of Gooodman’s basic nominalist ontology and logic, and it is upon those principles that he builds his epistemology. It is the sum of both the metaphysics and the epistemology, with the nominalist principle as the guiding force, which constructs the aesthetics. At the end of each section, the consequent limitations imposed on his terms and concepts available to him are explicated, such that, by the end of the book, I am able to delineate the constraints imposed upon the aesthetics by both the metaphysics and the epistemology. (shrink)

After a transgression has occurred within an organization, a primary concern is the reintegration of the affected parties back into the organizational community. However, beyond offenders and victims, reintegration depends on the views of organizational peers and their desire to interact with these parties. In two studies, we demonstrated that offender amends and victim forgiveness interact to predict peer reintegrative outcomes. We found evidence of backlash against unforgiving victims: Peers wanted to work the least with victims who rejected appropriate amends, (...) thus penalizing them for their failure to contribute to the restoration process. This backlash effect was due to decreased liking of the victim and the perceived failure to repair the offender-victim relationship. These findings demonstrate that peers expect both offenders and victims to do their part to achieve reconciliation following transgression, and both may suffer the consequences of failing to meet peer expectations. Implications for reintegration within organizations are discussed. (shrink)

During the COVID-19 pandemic, the media have repeatedly praised healthcare workers for their ‘heroic’ work. Although this gratitude is undoubtedly appreciated by many, we must be cautious about overuse of the term ‘hero’ in such discussions. The challenges currently faced by healthcare workers are substantially greater than those encountered in their normal work, and it is understandable that the language of heroism has been evoked to praise them for their actions. Yet such language can have potentially negative consequences. Here, I (...) examine what heroism is and why it is being applied to the healthcare workers currently, before outlining some of the problems associated with the heroism narrative currently being employed by the media. Healthcare workers have a clear and limited duty to treat during the COVID-19 pandemic, which can be grounded in a broad social contract and is strongly associated with certain reciprocal duties that society has towards healthcare workers. I argue that the heroism narrative can be damaging, as it stifles meaningful discussion about what the limits of this duty to treat are. It fails to acknowledge the importance of reciprocity, and through its implication that all healthcare workers have to be heroic, it can have negative psychological effects on workers themselves. I conclude that rather than invoking the language of heroism to praise healthcare workers, we should examine, as a society, what duties healthcare workers have to work in this pandemic, and how we can support them in fulfilling these. (shrink)

Hastings Center Report, Volume 52, Issue 1, Page 59-60, January/February 2022.

The question regarding how to characterize aesthetics has been revived with the publication of Bence Nanay’s _Aesthetics as Philosophy of Perception_. This paper takes seriously Dustin Stokes’ criticisms of Nanay’s book regarding Nanay’s inability to distinguish between ordinary expert visual tasks (e.g., sorting for sock color or ornithology) and aesthetic experience. Using empirical research on gist perception and its reliance on low-level features in visual experience, I develop a theory that distinguishes expert visual tasks and aesthetic experiences by differentiating two (...) different kinds of distributed attention over properties. I argue that expert visual tasks are instances of property attribution in a mode of conscious attention, while aesthetics is a kind of distributed attention that significantly relies on the reiteration of gist-like lowlevel features. Gist, often referred to in visual science as “preattentive” mode, gives us a model to understand the perceptual processes that are specific to aesthetics. This comports with our common-sense definition of aesthetics as both distinguishable from ordinary expert visual tasks and an experience that makes prominent sensory aspects of visual experience. (shrink)

This volume addresses key questions related to how content in thought is derived from perceptual experience. It includes chapters that focus on single issues on perception and cognition, as well as others that relate these issues to an important social construct that involves both perceptual experience and cognitive activities: aesthetics. While the volume includes many diverse views, several prominent themes unite the individual essays: a challenge to the notion of the discreet, and non-temporal, unit of perception, a challenge to the (...) traditional divide between perception and cognition, and a challenge to the traditional divide between unconscious and conscious intentionality. Additionally, the chapters discuss the content of perceptual experience, the value of traditional notions of content, disjunctivism, adverbialism, and phenomenal experience. The final section of essays dealing with perception and cognition in aesthetics features work in experimental aesthetics and unique perspectives from artists and gallerists working outside of philosophy. Perception, Cognition and Aesthetics is a timely volume that offers a range of unique perspectives on debates in philosophy of mind surrounding perception and cognition. It will also appeal to scholars working in aesthetics and art theory who are interested in the ways these debates influence our understanding of art. ists and gallerists working outside of philosophy. Perception, Cognition and Aesthetics is a timely volume that offers a range of unique perspectives on debates in philosophy of mind surrounding perception and cognition. It will also appeal to scholars working in aesthetics and art theory who are interested in the ways these debates influence our understanding of art. (shrink)

Although deeply committed to the model of nondirective counseling, most genetic counselors enter the profession with certain assumptions about health and disability—for example, that it is preferable to be a hearing person than a deaf person. Thus, most genetic counselors are deeply troubled when parents with certain disabilities ask for assistance in having a child who shares their disability. This ethical challenge benefits little from viewing it as a conflict between beneficence and autonomy. The challenge is better recast as a (...) conflict between parental autonomy and the child's future autonomy. (shrink)

Through case studies of two early nineteenth-century French geologists, this article shows how relations of family and friendship were integral to determining where science took place. Digging up the traces of what I call the “affective geographies” of individual scientists that are entangled with their intellectual itineraries, I show how the practice of science is embedded in such affective relations and thus in everyday life.