The role of metaethics and the future of computer ethics

In the following essay, I will discuss D.Johnson's argument in her ETHICOMP99 KeynoteSpeech (Johnson 1999) regarding the possiblefuture disappearance of computer ethics as anautonomous discipline, and I will analyze somelikely objections to Johnson's view.In the future, there are two ways in whichcomputer ethics might disappear: (1) therejection of computer ethics as an aspect ofapplied ethics, or (2) the rejection ofcomputer ethics as an autonomous discipline.The first path, it seems to me, would lead tothe death of the entire field of appliedethics, while the second path would lead onlyto the death of computer ethics as a separatesubject. Computer technology is becoming very pervasive,and each scientific field includes somediscipline-specific computing. For the likelyforeseeable future, disciplines such asbioethics and engineering ethics will have todeal with ethical issues involving the role ofcomputers. I will argue that computer ethics inthis sense is unlikely to disappear, even ifcomputer ethics ceases to be considered as aseparate discipline.In order to understand which path will befollowed by computer ethics, I will compareJohnson's argument with ideas of earlierthinkers like N. Wiener (1950) and B. Russell(1932). Although Russell did not specificallyconsider computer technology, he had somegood intuitions about the development ofsocieties by means of technology.My conclusion will be two-fold: (1) thatapplied ethics will not die, but it may make nosense in the future to talk about computerethics as a separate field; and (2) thatcomputer ethics will not simply become``ordinary ethics', contrary to Johnson's view.     

Shared thinking: Concept and assessment

The aim of this article is to present the Procedure for the Assessment of Thinking in Interaction (PAT), an instrument for the assessment of shared thinking. Following an introduction of our concept or “shared thinking”, such as appears in contexts of interaction, we present the results and conclusions obtained from its use in a cross-sectional and a longitudinal developmental study.     

Models and methodology for simulating virtual enterprises in educational environment

This paper deals with a semester-long educational experience the authors led at the University of Calabria for reproducing current developments and uncertainties in real-world concurrent engineering, knowledge management practice and virtual enterprise organization. Students with different backgrounds (mechanical engineering, computer science engineering and management engineering) were selected in order to form a laboratory class and then were divided into many multidisciplinary teams. Such teams played different roles and were required to collaborate on the Web to simulate a virtual enterprise, which was aimed at designing virtual prototypes of average complexity articles. In addition to that, any team was involved in the construction of a knowledge base for codifying the explicit knowledge arising from the execution of technical and managerial tasks. The paper deals with models, methodologies and technologies that have been used in this laboratory experience and, moreover, it describes an approach for simulating, in an educational environment, some aspects of the behaviour of virtual enterprises generated by a virtual organization.     

Validation of an assessment centre process for the selection of school leaders in Chile

This study seeks to develop and validate an Assessment Centre (AC) tool for the evaluation and selection of school leaders, focusing on the identification of competencies that influence teaching and learning outcomes. International research supports the creation of Assessment Centres to select candidates for these roles, due to their superior predictive capacity over traditional methods. In this research, a model composed of four face-to-face instruments (an interview to assess competencies, a human resources exercise, a class observation exercise, and a strategic analysis exercise) was designed and validated which simulated the key tasks of a school principal. To establish the desired performance outcomes, three competencies and 15 indicators were selected, based on international and local standards. The analysis of performance results was obtained from a sample of 164 participants made up of teachers, school leaders and principals. The results suggest positive evidence for construct validity, concurrent criteria validity, and reliability between evaluators. Moreover, the data obtained from a sub-sample of principals, with three or more years of experience in their role, allowed for the association of their AC scores with the results of their school organisations, as measured by the National System for the Measurement of Educational Quality in the years 2013 and 2016.     

The Collective that Didn't Quite Collect: Reflections on the IALS

The concept and methodology of IALS obviously represent progress for literacy research. Nevertheless, this survey presents serious limitations. It prioritises the handling of data-based information as opposed to experiential and contextualized information, ranking at a higher position those who handle the first kind of information. The survey ignores how people solve problems in their life context. The competence of people cannot be understood merely through outside observation and a questionnaire situation. In the case of Poland, the interpretation of data manifests an ethnocentric Western attitude, tending to reduce cultural differences to a cultural deficit. Two IALS-inspired surveys conducted in Spain and Portugal mixed quantitative and qualitative methods in order to take into account the social relations in their cultural context. This article questions the role of research, which cannot be limited to the objectivation of reality, but should help to transform and improve it. The alternative model proposed is named "investigation action."     

Psychologic implications of the maltreated-child syndrome

A retrospective investigation of 97 psychologically maltreated children showed a clear relationship between clinical symptoms and the intensity of the abuse. Parental neglect resulted in impairment of intellectual and locomotor development and emotional and behavioral disorders. Neurotic manifestations of regressive type appeared in nearly half the preadolescents who suffered severe psychological abuse. Children under 6 years of age presented functional symptoms, including regression in toilet training and sleep disorders secondary to inadequate mothering.     

Oregon Teacher Pathway: Responding to National Trends

ABSTRACT

National population trends demonstrate a shift in the U.S. ethnic population, similar to changes in the ethnic landscape of U.S. public schools. However, the teaching landscape has not adjusted to align with student demographics. Research highlights the academic and social/emotional benefit for students of color who experience having a teacher of color during their education. Therefore, it is valuable to consider frameworks for increasing the number of teachers of color in the educational landscape. Although there are initiatives for supporting these efforts in urban communities, rural communities often are not seen as having much need in this area. The authors of this article present literature and findings on the impact and needs for diversifying teacher education, and then outline a self-study of the Oregon Teacher Pathway (OTP) as a framework that takes into consideration promising practices for recruiting and supporting preservice teachers of color in rural eastern Oregon and other rural and urban communities.     

Maternal social support as a predictor of mother-child stress and stimulation

There is increasing interest in the role of social support in determining risk for child abuse and neglect. The present study assessed the relationship between maternal social support and two areas: stress in the mother-child relationship: and level of stimulation provided in the home. Maternal social support was assessed prenatally and at a two-year follow-up, while the latter variables were compiled at the two-year follow-up. The data were obtained from 38 urban, low SES (80% on public assistance) mothers and their 2-year-old children. Maternal social support correlated positively with level of stimulation and negatively with level of mother-child stress, and was the best predictor of both, relative to any SES, mother or child variables. In addition, high stress, low support mothers provided significantly less stimulation to their children. The theoretical implications for social support as a mediator variable as well as its implications for early identification and prevention efforts in abuse and neglect are discussed.     

An experimental study of vocational guidance (and decision making) in Spain

This article describes the procedure and methodology for a vocational guidance programme framed within the most recent conceptualised as a systematic process of intervention, that gradually optimise the subjects’ vocational conduct. The programme was applied to a population of 192 subjects located in seven secondary schools in the city of Granada, with proven effectiveness of the interventions. The three objectives of the programmes applied concentrated on the increase in the optimisation of self-awareness and self-concept for the subjects, training in strategies for searching for information, and training in decision-making.