312 research outputs found
Ocena wzajemnego przyciągania i partnerstwa w okresie menopauzy
Wstęp. Menopauza jest złożonym procesem fizjologicznym pomiędzy okresem rozrodczym i starością (senium). Złożoność problemów menopauzy może prowadzić do powikłań w relacji małżeńskich / partnerskich oraz w ocenie osobistej atrakcyjności. Celem badania była ocena wzajemnego przyciągania i partnerstwa w okresie menopauzy. Materiał i metoda. Badanie przeprowadzono w klinice ginekologicznej Szpitala Wojskowego z Polikliniką w Lublinie z wykorzystaniem badań diagnostycznych. Narzędziem badawczym był kwestionariusz stosowany do oceny charakterystyki badanej grupie, dobre małżeństwo Questionnaire (KDM-2), menopauza Rating Scale (polska wersja MRS-II) i SKAT skali wzajemna atrakcyjność. Wyniki poddano analizie statystycznej. Wyniki. Wyniki pokazują, że kobiety i mężczyźni różnią się znacznie w ocenie jakości relacji tylko pod względem poczucia rozczarowania. W grupie kobiet, poczucie rozczarowania jest wyższe niż u mężczyzn, co oznacza, że coraz więcej kobiet cierpi z powodu braku przyjemności bycia ze swoim partnerem. Ponadto, istnieją umiarkowanie silne, ale statystycznie istotne, ujemne korelacje między stanem psychicznym, autonomicznym, objawami moczowo-płciowego a oceną atrakcyjności partnera, ale tylko w przypadku kobiet. Wyższa ocena objawów menopauzy była związana z niższą oceną atrakcyjności partnera i słabszą potrzebą budowania ścisłych relacji z nimi, zmniejszony poziom postrzegania własnej relacji jako spełnienia siebie i własnej wartości, a także słabszym przekonaniem, że partnerzy mają podobne poglądy na temat relacji. Wnioski. Atrakcyjność partnera i jakość relacji jest oceniana znacznie wyższa przez mężczyzn niż kobiety. Wyższe wskaźniki objawów uciążliwości i irytacji podczas menopauzy wiążą się z niższą oceną atrakcyjności partnera tylko u kobiet. Wyższa ocena jakości, wiąże się z wyższą oceną atrakcyjności partnera, zarówno w przypadku kobiet jak i mężczyzn. Im bardziej zadowoleni są partnerzy z tych relacji, tym bardziej przyciągają się wzajemnie.Introduction. Menopause is a complex physiological process between reproductive period and old age (senium). The complexity of menopausal problems can lead to complications in marital relationships/partnerships and in the assessment of interpersonal attractiveness. The aim of the study was to evaluate the mutual attraction and partnerships during menopause. Materials and methods. The study was conducted in the Gynaecologic Clinic of the First Military Hospital and Policlinic in Lublin with the use of a diagnostic survey. The research tool included an independently developed questionnaire used to evaluate characteristics of the study group, Good Marriage Questionnaire (KDM-2), Menopause Rating Scale (Polish Version of the MRS-II) and SKAT mutual attractiveness scale. The results were subject to statistical analysis. Results. Results show that women and men differ significantly in the assessment of the quality of relationships only in terms of the sense of disappointment. In the group of women, the sense of disappointment is higher than in men’s, which means that more women suffer from the lack of pleasure from being with their partner. In addition, there are moderately strong, but statistically significant, negative correlations between mental, autonomic, urogenital symptoms and the rating of the partner’s attractiveness, but only in case of women. Higher rating of menopause symptoms annoyance was associated with lower assessment of the partner’s attractiveness and a weaker need to build a close relationship with them, a reduced level of perceiving one’s own relationship as fulfilment of the self and own values, as well as a weaker conviction that the partners share similar views on the relationship. Conclusions. The partner’s attractiveness and the quality of the relationship is rated significantly higher by men than women. Higher ratings of symptom nuisance and annoyance during perimenopause are associated with lower assessment of the partner’s attractiveness only in women. Higher quality assessment, therefore, is associated with higher assessment of the partner’s attractiveness, both in case of women and men. The more satisfied partners are with their relationship, the more attracted to each other they are
Why place matters in residential care: the mediating role of place attachment in the relation between adolescents’ rights and psychological well-being
Little evidence exists on the relationship between rights’ perceptions and well-being outcomes during the adolescence, and particularly in care, as well as on the mediating role of place attachment. Young people in residential care are psychologically and socially vulnerable, showing greater difficulties than their peers do in the family. Youth’s rights fulfilment in residential care may positively affect their psychological functioning together with positive attachments to this place. A sample of 365 adolescents in residential care settings (M = 14.71, SD = 1.81) completed a set of self-reported measures, specifically, the Rights perceptions scale, the Place attachment scale and Scales of psychological well-being. Results revealed significant mediating effects of place attachment (Global scale and subscales of Friends Bonding and Place Dependence) on the relationship between Participation and Protection rights in residential care and Psychological well-being (Positive Relations with others, Personal Growth and Self-Acceptance). The positive role of rights fulfilment in residential care, specifically participation opportunities, as well as the role of youth’s attachment to the care setting are discussed based on previous evidence and theoretical assumptions. A set of practical implications is described.info:eu-repo/semantics/acceptedVersio
Early season N<sub>2</sub>O emissions under variable water management in rice systems: source-partitioning emissions using isotope ratios along a depth profile
Soil moisture strongly affects the balance between nitrification, denitrification
and N2O reduction and therefore the nitrogen (N) efficiency and N
losses in agricultural systems. In rice systems, there is a need to improve
alternative water management practices, which are designed to save water and
reduce methane emissions but may increase N2O and decrease nitrogen
use efficiency. In a field experiment with three water management treatments,
we measured N2O
isotope ratios of emitted and pore air N2O
(δ15N, δ18O and site preference, SP) over the
course of 6 weeks in the early rice growing season. Isotope ratio
measurements were coupled with simultaneous measurements of pore water
NO3-, NH4+, dissolved organic carbon (DOC), water-filled pore space (WFPS) and soil redox potential (Eh) at three soil depths.
We then used the relationship between SP × δ18O-N2O and
SP × δ15N-N2O in simple two end-member
mixing models to evaluate the contribution of nitrification, denitrification
and fungal denitrification to total N2O emissions and to estimate
N2O reduction rates. N2O emissions were higher in a
dry-seeded + alternate wetting and drying (DS-AWD) treatment relative to
water-seeded + alternate wetting and drying (WS-AWD) and
water-seeded + conventional flooding (WS-FLD) treatments. In the DS-AWD
treatment the highest emissions were associated with a high contribution from
denitrification and a decrease in N2O reduction, while in the WS
treatments, the highest emissions occurred when contributions from
denitrification/nitrifier denitrification and nitrification/fungal
denitrification were more equal. Modeled denitrification rates appeared to be
tightly linked to nitrification and NO3- availability in all
treatments; thus, water management affected the rate of denitrification and
N2O reduction by controlling the substrate availability for each
process (NO3- and N2O), likely through changes in
mineralization and nitrification rates. Our model estimates of mean
N2O reduction rates match well those observed in 15N
fertilizer labeling studies in rice systems and show promise for the use of
dual isotope ratio mixing models to estimate N2 losses.</p
Elucidating the impact of nitrate and labile carbon application on spatial heterogeneity of denitrification by 15N modelling
Shape programming for narrow ribbons of nematic elastomers
Using the theory of Γ-convergence, we derive from three-dimensional elasticity new one-dimensional models for non-Euclidean elastic ribbons, i.e., ribbons exhibiting spontaneous curvature and twist. We apply the models to shape-selection problems for thin films of nematic elastomers with twist and splay-bend texture of the nematic director. For the former, we discuss the possibility of helicoid-like shapes as an alternative to spiral ribbons
"Don't try to teach me, I got nothing to learn": Management students' perceptions of business ethics teaching
[EN] Interest is growing towards including business ethics in university curricula, aiming at improving ethical behaviour of future managers. Extant literature has investigated the impact of ethics education on different ethics-related students' cognitive and/or behavioural outcomes, considering variables related to training programmes and students' demographic aspects. Accordingly, we aim at assessing students' understanding of business ethics issues, by focusing on the differences in students' perceptions depending on gender, age, work experience, and ethics courses taken. Testing our hypotheses on a sample of 307 management students at a Polish university, and controlling for social desirability bias, we obtained mixed and partially surprising results. We found significant differences in students' understanding of business ethics depending on their gender and age (female and older students showed more ethical inclinations), but not depending on having taken ethics courses-actually perceptions of such courses worsened after taking them. Besides, work experience was not a significant variable. Moreover, course exposure intensiveness (i.e., number of ethics courses completed), and time passed since completion of the latest course, did not confirm hypothesized effects on most of the dependent (sub)variables. These findings stimulate further questions and challenges for future research (e.g., around course design and methodology, and social/cultural/contextual issues).Tormo-Carbó, G.; Oltra, V.; Klimkiewicz, K.; Seguí-Mas, E. (2019). "Don't try to teach me, I got nothing to learn": Management students' perceptions of business ethics teaching. Business Ethics: A European Review. 28(4):506-528. https://doi.org/10.1111/beer.12236S506528284Adkins, N., & Radtke, R. R. (2004). Students’ and Faculty Members’ Perceptions of the Importance of Business Ethics and Accounting Ethics Education: Is There an Expectations Gap? Journal of Business Ethics, 51(3), 279-300. doi:10.1023/b:busi.0000032700.07607.02Allen, W. R., Bacdayan, P., Berube Kowalski, K., & Roy, M. H. (2005). Examining the impact of ethics training on business student values. Education + Training, 47(3), 170-182. doi:10.1108/00400910510592220Auger, P., & Devinney, T. M. (2007). Do What Consumers Say Matter? The Misalignment of Preferences with Unconstrained Ethical Intentions. Journal of Business Ethics, 76(4), 361-383. doi:10.1007/s10551-006-9287-yBampton, R., & Cowton, C. J. (2012). Taking Stock of Accounting Ethics Scholarship: A Review of the Journal Literature. Journal of Business Ethics, 114(3), 549-563. doi:10.1007/s10551-012-1341-3Bampton, R., & Maclagan, P. (2005). Why teach ethics to accounting students? A response to the sceptics. Business Ethics: A European Review, 14(3), 290-300. doi:10.1111/j.1467-8608.2005.00410.xBates, A., & Godoń, R. (2016). Tackling knowledge ‘like a business’? Rethinking the modernisation of higher education in Poland. Compare: A Journal of Comparative and International Education, 47(4), 454-467. doi:10.1080/03057925.2016.1234931Beggs, J. M., & Dean, K. L. (2006). Legislated Ethics or Ethics Education?: Faculty Views in the Post-Enron Era. Journal of Business Ethics, 71(1), 15-37. doi:10.1007/s10551-006-9123-4Bernardi, R. A., & Bean, D. F. (2010). Ranking North American accounting scholars publishing ethics research: 1986 through 2008. Research on Professional Responsibility and Ethics in Accounting, 139-174. doi:10.1108/s1574-0765(2010)0000014010Blanthorne, C., Kovar, S. E., & Fisher, D. G. (2007). Accounting Educators’ Opinions about Ethics in the Curriculum: An Extensive View. Issues in Accounting Education, 22(3), 355-390. doi:10.2308/iace.2007.22.3.355Boni, A., & Lozano, J. F. (2006). The generic competences: an opportunity for ethical learning in the European convergence in higher education. Higher Education, 54(6), 819-831. doi:10.1007/s10734-006-9026-4Borkowski, S. C., & Ugras, Y. J. (1992). The ethical attitudes of students as a function of age, sex and experience. Journal of Business Ethics, 11(12), 961-979. doi:10.1007/bf00871962Callahan, D. (1980). Goals in the Teaching of Ethics. Ethics Teaching in Higher Education, 61-80. doi:10.1007/978-1-4613-3138-4_2Campbell, D., & Cowton, C. J. (2015). Method issues in business ethics research: finding credible answers to questions that matter. Business Ethics: A European Review, 24, S3-S10. doi:10.1111/beer.12093Chung, J. (2003). Journal of Business Ethics, 44(4), 291-302. doi:10.1023/a:1023648703356Cohen, J. R., Pant, L. W., & Sharp, D. J. (2001). Journal of Business Ethics, 30(4), 319-336. doi:10.1023/a:1010745425675Cole, B. C., & Smith, D. L. (1996). Perceptions of business ethics: Students vs. business people. Journal of Business Ethics, 15(8), 889-896. doi:10.1007/bf00381856Craft, J. L. (2012). A Review of the Empirical Ethical Decision-Making Literature: 2004–2011. Journal of Business Ethics, 117(2), 221-259. doi:10.1007/s10551-012-1518-9Crane, A., & Matten, D. (2004). Questioning the Domain of the Business Ethics Curriculum. Journal of Business Ethics, 54(4), 357-369. doi:10.1007/s10551-004-1825-xCrane, F. G. (2004). The Teaching of Business Ethics: An Imperative at Business Schools. Journal of Education for Business, 79(3), 149-151. doi:10.3200/joeb.79.3.149-151Crowne, D. P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24(4), 349-354. doi:10.1037/h0047358Dalton, D., & Ortegren, M. (2011). Gender Differences in Ethics Research: The Importance of Controlling for the Social Desirability Response Bias. Journal of Business Ethics, 103(1), 73-93. doi:10.1007/s10551-011-0843-8Davis, J. R., & Welton, R. E. (1991). Professional ethics: Business students’ perceptions. Journal of Business Ethics, 10(6), 451-463. doi:10.1007/bf00382829Dearman, D. T., & Beard, J. E. (2009). Ethical Issues in Accounting and Economics Experimental Research: Inducing Strategic Misrepresentation. Ethics & Behavior, 19(1), 51-59. doi:10.1080/10508420802623674Dellaportas, S., Cooper, B. J., & Leung, P. (2006). Measuring moral judgement and the implications of cooperative education and rule-based learning. Accounting and Finance, 46(1), 53-70. doi:10.1111/j.1467-629x.2006.00161.xDuff, A. (2004). The role of cognitive learning styles in accounting education: developing learning competencies. Journal of Accounting Education, 22(1), 29-52. doi:10.1016/j.jaccedu.2003.09.004Eagly, A. H., & Steffen, V. J. (1984). Gender stereotypes stem from the distribution of women and men into social roles. Journal of Personality and Social Psychology, 46(4), 735-754. doi:10.1037/0022-3514.46.4.735Ede, F. O., Panigrahi, B., Stuart, J., & Calcich, S. (2000). Journal of Business Ethics, 26(2), 133-146. doi:10.1023/a:1006309212031Eweje, G., & Brunton, M. (2010). Ethical perceptions of business students in a New Zealand university: do gender, age and work experience matter? Business Ethics: A European Review, 19(1), 95-111. doi:10.1111/j.1467-8608.2009.01581.xFerguson, J., Collison, D., Power, D., & Stevenson, L. (2011). Accounting education, socialisation and the ethics of business. Business Ethics: A European Review, 20(1), 12-29. doi:10.1111/j.1467-8608.2010.01607.xFestinger, L. (1957). A Study of Thinking.J. S. Bruner , J. J. Goodnow , G. A. Austin. American Journal of Sociology, 63(2), 231-232. doi:10.1086/222197FOB and GoodBrand and Company Polska. (2010). CSR w Polsce – Menedżerowie/Menedżerki 500 Lider/Liderka CSR. [CSR in Poland ‐ Managers 500 Leaders CSR].Warszawa. Retrieved fromhttp://odpowiedzialnybiznes.pl/public/files/raport_menedzerowie500_lidercsr_2010.pdfFord, R. C., & Richardson, W. D. (1994). Ethical decision making: A review of the empirical literature. Journal of Business Ethics, 13(3), 205-221. doi:10.1007/bf02074820Geary, W. T., & Sims, R. R. (1994). Can ethics be learned? Accounting Education, 3(1), 3-18. doi:10.1080/09639289400000002Ghaffari, F., Kyriacou, O., & Brennan, R. (2008). Exploring the Implementation of Ethics in U.K. Accounting Programs. Issues in Accounting Education, 23(2), 183-198. doi:10.2308/iace.2008.23.2.183Graham, A. (2012). The Teaching of Ethics in Undergraduate Accounting Programmes: The Students’ Perspective. Accounting Education, 21(6), 599-613. doi:10.1080/09639284.2012.725638Halbesleben, J. R. B., Wheeler, A. R., & Buckley, M. R. (2005). Everybody Else is Doing it, So Why Can?t We? Pluralistic Ignorance and Business Ethics Education. Journal of Business Ethics, 56(4), 385-398. doi:10.1007/s10551-004-3897-zHarris, H. (2008). Promoting ethical reflection in the teaching of business ethics. Business Ethics: A European Review, 17(4), 379-390. doi:10.1111/j.1467-8608.2008.00541.xHaski-Leventhal, D., Pournader, M., & McKinnon, A. (2015). The Role of Gender and Age in Business Students’ Values, CSR Attitudes, and Responsible Management Education: Learnings from the PRME International Survey. Journal of Business Ethics, 146(1), 219-239. doi:10.1007/s10551-015-2936-2Hunt, S. D., & Vitell, S. (1986). A General Theory of Marketing Ethics. Journal of Macromarketing, 6(1), 5-16. doi:10.1177/027614678600600103Hurtt, R. K., & Thomas, C. W. (2008). Implementing a Required Ethics Class for Students in Accounting: The Texas Experience. Issues in Accounting Education, 23(1), 31-51. doi:10.2308/iace.2008.23.1.31Jones, G. E., & Kavanagh, M. J. (1996). An experimental examination of the effects of individual and situational factors on unethical behavioral intentions in the workplace. Journal of Business Ethics, 15(5), 511-523. doi:10.1007/bf00381927Jones, T. M. (1991). Ethical Decision Making by Individuals in Organizations: An Issue-Contingent Model. The Academy of Management Review, 16(2), 366. doi:10.2307/258867Kaynama, S. A., King, A., & Smith, L. W. (1996). The impact of a shift in organizational role on ethical perceptions: A comparative study. Journal of Business Ethics, 15(5), 581-590. doi:10.1007/bf00381933Kish-Gephart, J. J., Harrison, D. A., & Treviño, L. K. (2010). Bad apples, bad cases, and bad barrels: Meta-analytic evidence about sources of unethical decisions at work. Journal of Applied Psychology, 95(1), 1-31. doi:10.1037/a0017103Kinach-Brzozowska, K. (1995). Window on Eastern Europe: Teaching Ethics in Gda?sk. Business Ethics: A European Review, 4(4), 233-235. doi:10.1111/j.1467-8608.1995.tb00121.xLarkin, J. M. (2000). Journal of Business Ethics, 23(4), 401-409. doi:10.1023/a:1006150718834Lau, C. L. L. (2009). A Step Forward: Ethics Education Matters! Journal of Business Ethics, 92(4), 565-584. doi:10.1007/s10551-009-0173-2Lehnert, K., Park, Y., & Singh, N. (2014). Research Note and Review of the Empirical Ethical Decision-Making Literature: Boundary Conditions and Extensions. Journal of Business Ethics, 129(1), 195-219. doi:10.1007/s10551-014-2147-2Lewicka‐Strzalecka, A. (2006). Opportunities and limitations of CSR in the postcommunist countries: Polish case. Corporate Governance: The international journal of business in society, 6(4), 440-448. doi:10.1108/14720700610689559Loe, T. W., Ferrell, L., & Mansfield, P. (2000). Journal of Business Ethics, 25(3), 185-204. doi:10.1023/a:1006083612239Low, M., Davey, H., & Hooper, K. (2008). Accounting scandals, ethical dilemmas and educational challenges. Critical Perspectives on Accounting, 19(2), 222-254. doi:10.1016/j.cpa.2006.05.010Luthar, H. K., & Karri, R. (2005). Exposure to Ethics Education and the Perception of Linkage between Organizational Ethical Behavior and Business Outcomes. Journal of Business Ethics, 61(4), 353-368. doi:10.1007/s10551-005-1548-7Macfarlane, B., & Ottewill, R. (2004). Business Ethics in the Curriculum: Assessing the Evidence from U.K. Subject Review. Journal of Business Ethics, 54(4), 339-347. doi:10.1007/s10551-004-1823-zMaclagan, P., & Campbell, T. (2011). Focusing on individuals’ ethical judgement in corporate social responsibility curricula. Business Ethics: A European Review, 20(4), 392-404. doi:10.1111/j.1467-8608.2011.01634.xMadison, R. L., & Schmidt, J. J. (2006). Survey of Time Devoted to Ethics in Accountancy Programs in North American Colleges and Universities. Issues in Accounting Education, 21(2), 99-109. doi:10.2308/iace.2006.21.2.99Malinowski, C., & Berger, K. A. (1996). Undergraduate student attitudes about hypothetical marketing dilemmas. Journal of Business Ethics, 15(5), 525-535. doi:10.1007/bf00381928Marnburg, E. (2001). Journal of Business Ethics, 32(4), 275-283. doi:10.1023/a:1010643309056Marnburg, E. (2003). Educational impacts on academic business practitioner’s moral reasoning and behaviour: effects of short courses in ethics or philosophy. Business Ethics: A European Review, 12(4), 403-413. doi:10.1111/1467-8608.00341May, D. R., Luth, M. T., & Schwoerer, C. E. (2013). The Influence of Business Ethics Education on Moral Efficacy, Moral Meaningfulness, and Moral Courage: A Quasi-experimental Study. Journal of Business Ethics, 124(1), 67-80. doi:10.1007/s10551-013-1860-6Mayhew, B. W., & Murphy, P. R. (2008). The Impact of Ethics Education on Reporting Behavior. Journal of Business Ethics, 86(3), 397-416. doi:10.1007/s10551-008-9854-5McCabe, A. C., Ingram, R., & Dato-on, M. C. (2006). ‘The Business of Ethics and Gender’. Journal of Business Ethics, 64(2), 101-116. doi:10.1007/s10551-005-3327-xMedeiros, K. E., Watts, L. L., Mulhearn, T. J., Steele, L. M., Mumford, M. D., & Connelly, S. (2017). What is Working, What is Not, and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction. Journal of Academic Ethics, 15(3), 245-275. doi:10.1007/s10805-017-9281-2Nguyen, N. T., & Biderman, M. D. (2008). Studying Ethical Judgments and Behavioral Intentions Using Structural Equations: Evidence from the Multidimensional Ethics Scale*. Journal of Business Ethics, 83(4), 627-640. doi:10.1007/s10551-007-9644-5O’Fallon, M. J., & Butterfield, K. D. (2005). A Review of The Empirical Ethical Decision-Making Literature: 1996–2003. Journal of Business Ethics, 59(4), 375-413. doi:10.1007/s10551-005-2929-7Pan, Y., & Sparks, J. R. (2012). Predictors, consequence, and measurement of ethical judgments: Review and meta-analysis. Journal of Business Research, 65(1), 84-91. doi:10.1016/j.jbusres.2011.02.002Peppas, S. C., & Diskin, B. A. (2001). College courses in ethics: do they really make a difference? International Journal of Educational Management, 15(7), 347-353. doi:10.1108/09513540110407947Peterson, D., Rhoads, A., & Vaught, B. C. (2001). Journal of Business Ethics, 31(3), 225-232. doi:10.1023/a:1010744927551Rentsch, J. R., & Klimoski, R. J. (2001). Why do ?great minds? think alike?: antecedents of team member schema agreement. Journal of Organizational Behavior, 22(2), 107-120. doi:10.1002/job.81Popowska, M. (2016). Shaping New Generations of Managers and Consumers: CSR Implementation and Higher Education System in Poland. Social Responsibility Education Across Europe, 115-138. doi:10.1007/978-3-319-26716-6_6Rajah, R., Reifferscheid, G., & Borgmann, E.-L. (2016). Social Responsibility Education in Germany. Social Responsibility Education Across Europe, 29-48. doi:10.1007/978-3-319-26716-6_2Randall, D. M., & Fernandes, M. F. (1991). The social desirability response bias in ethics research. Journal of Business Ethics, 10(11), 805-817. doi:10.1007/bf00383696Rest, J. R. (1980). Development in moral judgment research. Developmental Psychology, 16(4), 251-256. doi:10.1037/0012-1649.16.4.251Ritter, B. A. (2006). Can Business Ethics be Trained? A Study of the Ethical Decision-making Process in Business Students. Journal of Business Ethics, 68(2), 153-164. doi:10.1007/s10551-006-9062-0Roozen, I., De Pelsmacker, P., & Bostyn, F. (2001). Journal of Business Ethics, 33(2), 87-99. doi:10.1023/a:1017536222355Ruegger, D., & King, E. W. (1992). A study of the effect of age and gender upon student business ethics. Journal of Business Ethics, 11(3), 179-186. doi:10.1007/bf00871965Ryan, L. V. (1995). WINDOW ON EASTERN EUROPE: Ethical Perceptions of Polish Business Students. Business Ethics: A European Review, 4(1), 36-42. doi:10.1111/j.1467-8608.1995.tb00108.xSleeper, B. J., Schneider, K. C., Weber, P. S., & Weber, J. E. (2006). Scale and Study of Student Attitudes Toward Business Education’s Role in Addressing Social Issues. Journal of Business Ethics, 68(4), 381-391. doi:10.1007/s10551-006-9000-1Sojkin, B., Bartkowiak, P., & Skuza, A. (2014). Changes in students’ choice determinants in Poland: a comparative study of tertiary business education between 2008 and 2013. Higher Education, 69(2), 209-224. doi:10.1007/s10734-014-9770-9Stachowicz-Stanusch, A. (2011). The Impact of Business Education on Students’ Moral Competency. Vision: The Journal of Business Perspective, 15(2), 163-176. doi:10.1177/097226291101500207Stedham, Y., Yamamura, J. H., & Beekun, R. I. (2007). Gender differences in business ethics: justice and relativist perspectives. Business Ethics: A European Review, 16(2), 163-174. doi:10.1111/j.1467-8608.2007.00486.xStrahan, R., & Gerbasi, K. C. (1972). Short, homogeneous versions of the Marlow-Crowne Social Desirability Scale. Journal of Clinical Psychology, 28(2), 191-193. doi:10.1002/1097-4679(197204)28:23.0.co;2-gTenbrunsel, A. E., & Smith‐Crowe, K. (2008). 13 Ethical Decision Making: Where We’ve Been and Where We’re Going. The Academy of Management Annals, 2(1), 545-607. doi:10.1080/19416520802211677Thorne, L. (1999). An analysis of the association of demographic variables with the cognitive moral development of Canadian accounting students: an examination of the applicability of American-based findings to the Canadian context. Journal of Accounting Education, 17(2-3), 157-174. doi:10.1016/s0748-5751(99)00019-6Tormo-Carbó, G., Seguí-Mas, E., & Oltra, V. (2014). Accounting Ethics in Unfriendly Environments: The Educational Challenge. Journal of Business Ethics, 135(1), 161-175. doi:10.1007/s10551-014-2455-6Trevino, L. K. (1986). Ethical Decision Making in Organizations: A Person-Situation Interactionist Model. The Academy of Management Review, 11(3), 601. doi:10.2307/258313Trevino, L. K. (1992). Moral reasoning and business ethics: Implications for research, education, and management. Journal of Business Ethics, 11(5-6), 445-459. doi:10.1007/bf00870556Tse, A. C. B., & Au, A. K. M. (1997). Journal of Business Ethics, 16(4), 445-450. doi:10.1023/a:1017957210848Özmen Uysal, Ö. (2009). Business Ethics Research with an Accounting Focus: A Bibliometric Analysis from 1988 to 2007. Journal of Business Ethics, 93(1), 137-160. doi:10.1007/s10551-009-0187-9Valentine, S., & Hollingworth, D. (2011). Moral Intensity, Issue Importance, and Ethical Reasoning in Operations Situations. Journal of Business Ethics, 108(4), 509-523. doi:10.1007/s10551-011-1107-3Van Liedekerke, L., & Demuijnck, G. (2011). Business Ethics as a Field of Training, Teaching and Research in Europe. Journal of Business Ethics, 104(S1), 29-41. doi:10.1007/s10551-012-1260-3Waples, E. P., Antes, A. L., Murphy, S. T., Connelly, S., & Mumford, M. D. (2008). A Meta-Analytic Investigation of Business Ethics Instruction. Journal of Business Ethics, 87(1), 133-151. doi:10.1007/s10551-008-9875-0Zerbe, W. J., & Paulhus, D. L. (1987). Socially Desirable Responding in Organizational Behavior: A Reconception. The Academy of Management Review, 12(2), 250. doi:10.2307/25853
Nonlinear weakly curved rod by Γ-Convergence
We present a nonlinear model of weakly curved rod, namely the type of curved rod where the curvature is of the order of the diameter of the cross-section. We use an approach analogous to the one for rods and curved rods and start from the strain energy functional of three dimensional nonlinear elasticity. We do not impose any constitutional behavior of the material and work in a general framework. To derive the model, by means of Γ-convergence, we need to set the order of strain energy (i.e., its relation to the thickness of the body h). We analyze the situation when the strain energy (divided by the order of volume) is of the order h 4. This is the same approach as the one used in Föppl-von Kármán model for plates and the analogous model for rods. The obtained model is analogous to Marguerre-von Kármán for shallow shells and its linearization is the linear shallow arch model which can be found in the literature
Use of an Atrial Lead with Very Short Tip-To-Ring Spacing Avoids Oversensing of Far-Field R-Wave
The AVOID-FFS (Avoidance of Far-Field R-wave Sensing) study aimed to investigate whether an atrial lead with a very short tip-to-ring spacing without optimization of pacemaker settings shows equally low incidence of far-field R-wave sensing (FFS) when compared to a conventional atrial lead in combination with optimization of the programming.Patients receiving a dual chamber pacemaker were randomly assigned to receive an atrial lead with a tip-to-ring spacing of 1.1 mm or a lead with a conventional tip-to-ring spacing of 10 mm. Postventricular atrial blanking (PVAB) was programmed to the shortest possible value of 60 ms in the study group, and to an individually determined optimized value in the control group. Atrial sensing threshold was programmed to 0.3 mV in both groups. False positive mode switch caused by FFS was evaluated at one and three months post implantation.A total of 204 patients (121 male; age 73±10 years) were included in the study. False positive mode switch caused by FFS was detected in one (1%) patient of the study group and two (2%) patients of the control group (p = 0.62).The use of an atrial electrode with a very short tip-to-ring spacing avoids inappropriate mode switch caused by FFS without the need for individual PVAB optimization.ClinicalTrials.gov NCT00512915
LSD but not lisuride disrupts prepulse inhibition in rats by activating the 5-HT2A receptor
Compounds that activate the 5-HT2A receptor, such as lysergic acid diethylamide (LSD), act as hallucinogens in humans. One notable exception is the LSD congener lisuride, which does not have hallucinogenic effects in humans even though it is a potent 5-HT2A agonist. LSD and other hallucinogens have been shown to disrupt prepulse inhibition (PPI), an operational measure of sensorimotor gating, by activating 5-HT2A receptors in rats.
We tested whether lisuride disrupts PPI in male Sprague–Dawley rats. Experiments were also conducted to identify the mechanism(s) responsible for the effect of lisuride on PPI and to compare the effects of lisuride to those of LSD.
Confirming a previous report, LSD (0.05, 0.1, and 0.2 mg/kg, s.c.) reduced PPI, and the effect of LSD was blocked by pretreatment with the selective 5-HT2A antagonist MDL 11,939. Administration of lisuride (0.0375, 0.075, and 0.15 mg/kg, s.c.) also reduced PPI. However, the PPI disruption induced by lisuride (0.075 mg/kg) was not blocked by pretreatment with MDL 11,939 or the selective 5-HT1A antagonist WAY-100635 but was prevented by pretreatment with the selective dopamine D2/D3 receptor antagonist raclopride (0.1 mg/kg, s.c).
The effect of LSD on PPI is mediated by the 5-HT2A receptor, whereas activation of the 5-HT2A receptor does not appear to contribute to the effect of lisuride on PPI. These findings demonstrate that lisuride and LSD disrupt PPI via distinct receptor mechanisms and provide additional support for the classification of lisuride as a non-hallucinogenic 5-HT2A agonist
Modern Clinical Research on LSD
All modern clinical studies using the classic hallucinogen lysergic acid diethylamide (LSD) in healthy subjects or patients in the last 25 years are reviewed herein. There were five recent studies in healthy participants and one in patients. In a controlled setting, LSD acutely induced bliss, audiovisual synesthesia, altered meaning of perceptions, derealization, depersonalization, and mystical experiences. These subjective effects of LSD were mediated by the 5-HT2A receptor. LSD increased feelings of closeness to others, openness, trust, and suggestibility. LSD impaired the recognition of sad and fearful faces, reduced left amygdala reactivity to fearful faces, and enhanced emotional empathy. LSD increased the emotional response to music and the meaning of music. LSD acutely produced deficits in sensorimotor gating, similar to observations in schizophrenia. LSD had weak autonomic stimulant effects and elevated plasma cortisol, prolactin, and oxytocin levels. Resting-state functional magnetic resonance studies showed that LSD acutely reduced the integrity of functional brain networks and increased connectivity between networks that normally are more dissociated. LSD increased functional thalamocortical connectivity and functional connectivity of the primary visual cortex with other brain areas. The latter effect was correlated with subjective hallucinations. LSD acutely induced global increases in brain entropy that were associated with greater trait openness 14 days later. In patients with anxiety associated with life-threatening disease, anxiety was reduced for 2 months after two doses of LSD. In medical settings, no complications of LSD administration were observed. These data should contribute to further investigations of the therapeutic potential of LSD in psychiatry
- …