Background: Patients with a traumatic injury often require intensive care for life-saving treatments. Physical suffering and emotional stress during critical care can be alleviated by ethical caring provided by nurses. The relationship between body and self are fundamentally inseparable. Nurses need to understand the impacts of traumatic injury on a patient’s body and self. Aim: To understand the meaning of traumatic injury for body and self for patients receiving intensive care. Research design: A qualitative descriptive study using Giorgi’s phenomenological approach. (...) Participants and research context: Patients receiving intensive care for physical trauma were selected by purposive sampling (N = 15) from a medical center in Taiwan. Individual in-depth, face-to-face audiotaped interviews, guided by semi-structured questions, were used to collect data. Each interview lasted 30–60 min. Audiotaped interviews were transcribed and analyzed. Ethical considerations: This study was approved by the Institutional Review Board of the medical center. Findings: The impact of the experience of traumatic injury on participants’ body and self was described by three main themes: (1) Searching for the meaning of the injured body, (2) Feeling trapped in the bed, and (3) The carer and the cared-for. Discussion and conclusion: The implications of the three themes described in the findings are as follows: Trauma as a source of meaning; Body and self are mutually limiting or mutually enabling; and Ethical relationships. The experience of needing intensive care following a traumatic injury on the body and self was dynamic and mutual. The experience of the injury changed the relationship between body and self, and gave new meaning to life. Nurses play a crucial role in continuity of care by understanding the meaning of a traumatic injury for patient’s body and self that facilitates ethical care and recovery from injury. (shrink)

Background Ethical dilemmas that arise in the clinical setting often require the collaboration of multiple disciplines to be resolved. However, medical and nursing curricula do not prioritize communication among disciplines regarding this issue. A common teaching strategy, problem-based learning, could be used to enhance communication among disciplines. Therefore, a university in southern Taiwan developed an interprofessional ethics education program based on problem-based learning strategies. This study described tutors’ experience teaching in this program. Aim To explore the phenomenon of teaching and (...) learning in interprofessional ethics education for medical and nursing students from the perspectives of tutors. Design Phenomenological qualitative research. Methods Medical and nursing students completed a 6-week interprofessional ethics education program moderated by either physician or nurse tutors. At the conclusion of the ethics education program, all 14 tutors were invited to participate in focus group interviews. Among them, six tutors (three nursing tutors and three physician tutors) participated in additional individual interviews. All of the contents from the focus group interviews and individual interviews were recorded and transcribed. Using the phenomenological approach, the phenomenon of teaching and learning in interprofessional ethics education were generated. Ethical consideration The study was approved by the Institutional Review Board. Findings Three themes emerged from the tutors' teaching perspectives, including the instructor’s motivation to teach, the use of narrative case scenarios, and the emphasis on improving interprofessional ethics communication. Discussion Problem-based learning creates an interprofessional communication platform in interprofessional ethics education. The phenomenon of value convergence between tutors and students, between different students’ professions, and between different students’ professional maturities is observed. Conclusion Problem-based learning is an effective teaching strategy for creating a communication platform for interprofessional ethics education. Ethic curriculum should emphasize motivating instructor, use narrative case scenarios, and focus on interprofessional communication. (shrink)

This study analyzes the influence of behavioral foundation factors and corporate strategic behavior on the formulation of corporate dividend policy. We use the Logit model and the OLS model for estimating the empirical model. The year- and industry-fixed effects are controlled in the model. We consider the behavioral foundations in three dimensions-ambiguity aversions, risk aversion, and loss aversion. The results show firms with high ambiguity or high risk infrequently pay dividends but firms with loss-averse behavior tend to pay dividends. This (...) paper also provides evidence that a firms’ business strategy influences its corporate dividend policy. Aggressive firms inhibit the payout of dividends. In additional tests, we find the results remain unchanged in those firms with high corporate governance or high growth opportunities. (shrink)

The ethical governance of the global Internet is an accelerating global phenomenon. A key paradox of the global Internet is that it allows individual and collective decision making to co-exist with each other. Open source software (OSS) communities are a globally accelerating phenomenon. OSS refers to groups of programs that allow the free use of the software and further the code sharing to the general and corporate users of the software. The combination of private provision and public knowledge and software, (...) and the seeming paradox of economic versus social motivations have stimulated a wide debate between researchers and policymakers. In this article, we analyze OSS communities from the viewpoint of "intrinsic motivation," knowledge creation, and collective Internet governance. We believe that the growth of global OSS has fundamental implications for business ethics and the governance of the global Internet in the twenty-first century. (shrink)

Background: Poor psychosocial work environments are considered critical factors of nurses’ intention to leave their profession. Workplace injustice has been proven to increase the incidence of psychiatric morbidity among workers. However, few studies have directly investigated the effect of workplace justice on nurses’ intention to leave their profession and the population attributable risk among nurses. Objective: This study identified factors associated with workplace justice and nurses’ intention to leave the profession. Method: A cross-sectional survey was conducted using a self-administered structured (...) questionnaire. Approximately 10% of all secondary referral centers in Taiwan were stratified and randomly sampled. Multiple logistic regression and population attributable risks were preformed to assess the effect of workplace justice on nurses’ intention to leave the nursing profession. Ethical considerations: This study was approved by the Research and Ethical Committee of National Taiwan University Hospital. Only nurses who consented to the study participated in the survey. Result: A total of 2268 nurses were recruited, of whom 1417 (62.5%) satisfactorily completed the questionnaire. The participants were classified and 342 (24.1%) of them were placed into the low workplace justice group. Nurses with low workplace justice had a higher intention of leaving the profession (adjusted odds ratio = 1.34, 95% confidence interval = 1.02–1.77). “Employees’ opinions are influential in hospital’s decision making” and “employees’ performance is evaluated fairly” were the most influential factors of the participants’ intention to quit. The adjusted population attributable risk was 3.7% for low workplace justice. Conclusion: This study has identified that workplace justice is a protective factor of nurses’ leaving their current profession. A fair performance appraisal system and increased autonomy at work are warranted to dissuade nurses from leaving the nursing profession. (shrink)

In this study, we examined the role of culture on early adolescents’ social reasoning about peer exclusion. A total of 80 U.S. and 149 Taiwanese early adolescents independently completed a social reasoning essay about peer exclusion. Analyses of the essays based on social-moral theories showed that U.S. students tended to reason about peer exclusion based on social conventional thinking whereas Taiwanese students were more attentive to personal and moral issues. Despite this difference, both groups of students referred to some common (...) social-moral concepts while reasoning about peer exclusion, including consideration of personal benefit, harming others’ welfare, personal concern, and punishment. The use of social reasoning strategies was similar across the two groups of students except that Taiwanese students relied more on judgment whereas U.S. students generated more alternative hypotheses. (shrink)

The meshed control theory assumes that cognitive control and automatic processes work together in the natural attention of experts for superior performance. However, the methods adopted by previous studies limit their capacity to provide in-depth information on the neuromotor processes. This experiment tested the theory with an alternative approach. Twelve skilled golfers were recruited to perform a putting task under three conditions: (1) normal condition, with no focus instruction (NC), (2) external focus of attention condition (EC), and (3) internal focus (...) of attention condition (IC). Four blocks of 10 putts each were performed under each condition. The putting success rate and accuracy were measured and electroencephalographies (EEGs) were recorded. The behavioral results showed that the NC produced a higher putting success rate and accuracy than the EC and IC. The EEG data showed that the skilled golfers’ attentional processes in the NC initially resembled those in the EC and then moved toward those in the IC just before putting. This indicates a switch from more automatic processes to cognitive control processes while preparing to putt. The findings offer support for the meshed control theory and indicate the dynamic nature of neuromotor processes for the superior performance of athletes in challenging situations. (shrink)

Attending cram school has long been a trend in ethnic Chinese culture areas, including Taiwan. Despite the fact that school reform policies have been implemented in Taiwan, cram schools have continued to prosper. Therefore, in this educational culture, how to achieve a good educational effect is also a topic worthy of discussion. However, whether students really engage in those tutoring programs provided by cram schools has seldom been studied. To address this gap, this study explored how parents’ hovering attitude toward (...) life and coursework influences their children’s engagement in cram schools. This study targeted those students who attend English cram schools to test the correlates between two types of helicopter parenting, tutoring engagement and continued attendance at cram schools. A total of 320 questionnaires were sent out, and 300 were returned, giving an overall response rate of 93.75%. Excluding seven incomplete or invalid questionnaires, 293 valid questionnaires were received. The results of this study show that hovering behavior awareness is negatively related to cram school engagement, whereas cram school engagement is positively related to the intention to continue attending cram school. Moreover, the results imply that parents should alleviate their helicoptering behavior to enhance their children’s engagement in cram school tutoring programs. (shrink)

本书从界定证据相关性的内涵入手,分别探讨了逻辑上的相关性和法律上的相关性,从而澄清了一些在借鉴英美国家证据规则时出现的概念混淆。.

本书由三篇七章组成,分别是实用主义法学的产生、法律实用主义的影响、后现代法理学、罗蒂后现代实用主义法理学、波斯纳法律实用主义、道德理论与司法裁判、法律经济学与实用主义等。.

Yi jing dian jie du he guan nian quan shi wei ji nen jin lu de si xiang shi yan jiu, yu wei rao xin yang yu she hui shen g huo de hu dong zhan kai de she hui shi yan jiu ke yi bei shi zuo zong jiao li shi yan jiu de liang ge zhi dian. Xin yang cong dai dou shi yi ti liang mian de: shi zhong guan qie chao yue de zhi qu bi ran (...) shi de xin yang yi mou zhong si xiang huo guan nian de fang shi fou ding huo shu li ri chang sheng huo he shi su shi jie, que li du te de yu zhou zhi xu yu xin yang jia zhi; yu zhi xiang dui, xin yang shi jian de zhan kai you shi yu ri chang sheng huo xu yu bu li de, cong xian shi de yi yi shang shuo, yi zhong chun cui qie tuo li le shi su sheng huo de xin yang shi nan yi xiang xiang de. Jiu dao jiao er yan, xiu zhen deng xian de xuan si yu rang zai qi fu de shi jian shi bu ke fen ge de, ke yi jie lu de gui zhi yu du die zhang ji de lu fa ye shi bing xing bu bei de. Ru guo yao chang shi li jie mou yi ge li shi shi qi zhong de dao jiao xin yang, jiu xu yao jie he qi shi de jing dian wen xian yu she hui sheng huo. Jian ci, ben shu yi Tang Song shi qi de dao jiao xin yang wei zhu ti, fen bie cong Sui Tang shi qi de dao jiao xin yang si xiang yu Tang Song shi qi de lu fa ji xin yang guan lian liang ge shi jiao zhan kai zhuan ti yan jiu, zhan shi shang shu yi ti liang mian de xin yang shi kuang jia. (shrink)

本书系“湖南省社会科学规划项目”、“湖南省教育厅青年项目”的研究成果。本书由“湖南科技大学学术著作出版基金”资助.

本书从时代特征出发,通过大量生动的事实,以及马克思、恩格斯、列宁、毛泽东、邓小平和江泽民同志的著作,论述了马克思主义不断发展的理论。.

本书作者对谋略的加与减进行了研究。内容包括什么是加减法;加减法的用途;越减越多,越加越少;加法的三种境界等。.

本书共分十五章,内容包括:证据制度的历史沿革,证据资格和证据分类,证据的法定形式类,司法证明的标准与方法,司法证明的对象与责任,证据调查的主体等.