A Statement on Ethics From the HEART Group
Hugo EctorPatrizio LancellottiWilliam C. RobertsNanette K. WengerA.J. MossEldon R. SmithJeffrey BorerKim A. EagleJane FreedmanHenry KrumChim C. LangWillem J. RemmeHans Michael PiperChristopher J. WhiteJoseph LoscalzoEduardo MarbánBurton E. SobelRobert L. RobertsShahbudin H. RahimtoolaA. John CammFrans Van de WerfKarl SwedbergAdam TimmisKathleen S StoneDouglas P. ZipesDavid G IosselaniAllen J. TaylorMichael R. RosenCindy L. GrinesAnthony N. DeMariaJagat NarulaSpencer B. KingGalen S. WagnerSanjeev SaksenaAlan S. PearlmanEndre BodnarRobert W. EmeryLawrence H. CohnErnst E. van der WallRa‐id AbdullaMichael LeschFernándo AlfonsoRolf Ekroth
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Statement (logic)
The presented paper investigated focusing on 'why' statement in engineering education. For studying the effect of utilizing ‘why’ statement in teaching comparing with other statements such as ‘what’, ‘how’ and determination (state), five aspects were investigated to spot the light on the influence of the ‘why’ statement in teaching over several angles. So, passing, captivating the attention, review the taught idea, motivation and concluding the taught idea were used for testing the hypothesis. Five questionnaires were used for these aspects. Two manners of the statements’ order in the questionnaires were used. The first manner, the ‘why’ statement is always the first, but in the second manner can have any order. The results showed the high effect of ‘why’ and ‘what’ statements in persuasion the students studying the engineering subjects. The second manner had a better effect on enhancing the results of 'why' statement.
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Summary The present study was designed to investigate whether people are trait theorists or prefer some alternative explanation of behavior. Male and female undergraduates (N = 42) were given seven statements each defining a different “cause” of behavior, including a trait statement, a situation statement, an interaction statement, and a statement of Bem and Allen's theory. Subjects were asked to indicate the likelihood that each statement is a valid explanation of human behavior. Ss were also asked to indicate the single most valid statement. Results for both measures indicated that Ss strongly favored the interaction statement over the others.
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The effectiveness of different model statement variants for eliciting information and cues to deceit
Background According to previous research, the use of a model statement results in both truth tellers and lie tellers reporting a similar amount of extra information than the instruction to be detailed. We examined (1) whether level of engagement with attending to the model statement affects the veracity findings and (2) whether valuable details is a diagnostic veracity indicator. Method We created four model statement variants, two had lower levels of engagement and two had higher levels of engagement with attending to the model statement content. Participants were allocated to one of these four conditions or to the no model statement control condition. Results Participants in one of the higher engagement conditions recalled the model statement content significantly better than participants in one of the lower engagement conditions. The audio model statement and the face‐to‐face model statement resulted in more information than the no model statement control condition. In none of the model statement conditions did total details emerge as a veracity indicator; valuable details did not yield the expected effect either. Conclusion A model statement serves as an eliciting information tool and the amount of additional information is similar among truth tellers and lie tellers.
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The 11th Assembly of the World Council of Churches (WCC) in 2022 published a statement about the war in Ukraine, War in Ukraine, Peace and Justice in the European Region. The statement raised quite a lot discussion in the assembly, mostly about its failure to make any concrete suggestions in order to achieve peace. This essay provides a summary of the statement and of the discussion in the assembly. The essay points out a few flaws in the statement and shows the historical frame in which the statement was written.
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A teaching statement offers a written summary of one’s beliefs, approaches, and successes in teaching. In this article, I use the teaching statement that I wrote in library school as an autoethnographic artifact to consider my own development as a teacher, and to reflect on the teaching statement as a genre. How do we declare ourselves as teachers, and how does that identity develop and shift over time? I conclude with considerations of how a teaching statement can serve academic librarians.
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