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At least 667 records · Page 37Linked to original sources
PubMed1989

Quality protein maize: digestibility and utilization by recovering malnourished infants.

The opaque-2 gene was shown years ago to increase the nitrogen, lysine, and tryptophan contents of maize and to markedly increase its nutritional value for small children. Concerns about decreased yield, resistance, and acceptability discouraged further development of the gene. Quality protein maize, while retaining the opaque-2 characteristics, has overcome those constraints. Six recovering malnourished infants received diets in which all of the 6.4% protein energy was supplied by casein, quality protein maize, or common maize. The quality protein maize supplied 60% and common maize 75% of total energy. Vegetable oil was added to increase fat contents to 10% of total energy in all diets. Energy digestibility was less (87% and 84%) from quality protein maize and common maize than from casein diets (94%); most of the difference was due to carbohydrate digestibility. Apparent N absorptions from quality protein maize (70 +/- 5%) and common maize (69% +/- 7%) were much lower (P less than .01) than from casein (82% +/- 4%). Apparent retention of N from quality protein maize (34 +/- 4%) was less (P less than .01) than from casein (41% +/- 9%) but greater (P less than .01) than from common maize (22% +/- 10%). Breath hydrogen excretions were usually greater during quality protein maize consumption than during casein diets but not nearly as much as those during common maize diets. The nutritional advantages of quality protein maize v common maize are of a magnitude that must be exploited for the advantage of children in maize-consuming poor countries.

Developing Countries↗
PubMed2005

Capitalizing on the human-animal bond to teach ethics to youth.

The purpose of this study was to evaluate the effectiveness of a livestock ethics curriculum developed for high school students in agricultural education classes. The curriculum was developed in response to numerous unethical occurrences at major livestock shows in recent years. These have included drug violations, physical alteration of animals, and excessive involvement of professional livestock handlers. The curriculum was taught to 305 students enrolled in eight Indiana high school agriculture programs. Data were collected using a pretest and posttest. Eighty-six percent of participants improved their score from the pretest to the posttest. Participants increased their awareness and knowledge of the overall principles involved in making ethical choices when faced with decisions in youth livestock programs. Students improved their understanding of the consequences associated with making unethical choices when faced with decisions in the youth livestock program. Participants were more likely to make an ethical choice when faced with a scenario featuring an ethical dilemma. Participants who had previously been enrolled in 4-H, Future Farmers of America, or an animal project had higher scores than those who had not been previously enrolled, but the amount of change from pre- to posttest was similar for those with and without such prior exposure. Future research should examine whether mastery of this kind of ethics curriculum will lead to better ethical choices in real-life situations.

Adolescent↗
PubMed1994

The effect of a class in medical ethics on first-year medical students.

PURPOSE: To assess the effect of a class in medical ethics on first-year medical students. METHOD: A test instrument was developed to measure the attitudes of medical students toward certain ethical questions and to assess their factual knowledge regarding particular legal and ethical issues. The instrument was administered in 1992-93 to 110 first-year students at the University of Virginia School of Medicine before and after the students took a required course in medical ethics. The instrument employed clinical vignettes as well as multiple-choice, true-false, and Likert-scale questions. Its reliability and validity were assessed. RESULTS: The required course in medical ethics had little influence on the students. There was only one significant change (p = .05) in the pattern of responses to any of the clinical vignettes. In a few of the attitude-oriented queries, there were statistically significant changes (p < .05) after the course. Although there were statistically significant changes for only four of the factual-knowledge questions, for all such questions more students identified the correct answers after the class (before the course the range of correct answers was 43% to 99% compared with 64% to 100% after the course). CONCLUSION: The class in medical ethics seemed to have little effect on the first-year students, probably because students arrive at medical school with well-established ethical perspectives.

Adult↗
PubMed2000

Personal values of family physicians, practice satisfaction, and service to the underserved.

BACKGROUND: Personal values are defined as "desirable goals varying in importance that serve as guiding principles in people's lives," and have been shown to influence specialty choice and relate to practice satisfaction. We wished to examine further the relationship of personal values to practice satisfaction and also to a physician's willingness to care for the underserved. We also wished to study associations that might exist among personal values, practice satisfaction, and a variety of practice characteristics. METHODOLOGY: We randomly surveyed a stratified probability sample of 1224 practicing family physicians about their personal values (using the Schwartz values questionnaire), practice satisfaction, practice location, breadth of practice, demographics, board certification status, teaching involvement, and the payor mix of the practice. RESULTS: Family physicians rated the benevolence (motivation to help those close to you) value type highest, and the ratings of the benevolence value type were positively associated with practice satisfaction (correlation coefficient = 0.14, P = .002). Those involved in teaching medical trainees were more satisfied than those who were not involved (P = .009). Some value-type ratings were found to be positively associated with caring for the underserved. Those whose practices consisted of more than 40% underserved (underserved defined as Medicare, Medicaid, and indigent populations) rated the tradition (motivation to maintain customs of traditional culture and religion) value type significantly higher (P = .02). Those whose practices consisted of more than 30% indigent care rated the universalism (motivation to enhance and protect the well-being of all people) value type significantly higher (P = .03). CONCLUSIONS: Family physicians who viewed benevolence as a guiding principle in their lives reported a higher level of professional satisfaction. Likewise, physicians involved in the teaching of medical trainees were more satisfied with their profession. Family physicians who rate the universalism values highly are more likely to provide care to the indigent.

Adult↗
PubMed2002

Moral education for the elite of democracy: the classe de philosophie between sociology and philosophy.

In this article, I address the issues at stake in the relationship between sociology and philosophy in the second half of the nineteenth century by focusing on a debate between two parties: Emile Durkheim, who was attempting to found an independent scientific sociology, and the editors and collaborators of the Revue de métaphysique et de morale (RMM), one of the central philosophical journals of the period. This debate focused on the role of philosophy in secondary school education, but at its heart, this was a struggle between two disciplines over which ought to direct the formation of good citizens for Third Republic France.

Democracy↗
PubMed2005

Giving youth the social and emotional skills to succeed.

WINGS for Kids is a nonprofit organization based in Charleston, South Carolina, that aims to supply the social and emotional learning (SEL) component into existing programs for school-aged children and thereby assist them to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, build satisfying relationships, and avoid negative behaviors. The author, who is the founder and CEO of WINGS, traces the ethos of the organization to her own life experiences as well as her observations of low-income children and families more generally. She describes the strategies and practices that characterize the WINGS approach to SEL. The chapter focuses on the progress made by one boy, who arrived at WINGS at the age of seven, got into disputes from the very first day, and was eventually ejected from the WINGS program but later earned his way back with a commitment to change. He sustained his involvement for a number of years and became an exemplar of what the author states they are trying to accomplish.

Achievement↗
PubMed1989

Moral reasoning among medical geneticists in eighteen nations.

We surveyed the approaches of 661 geneticists in 18 nations to 14 clinical cases and asked them to give their ethical reasons for choosing these approaches. Patient autonomy was the dominant value in clinical decision-making, with 59% of responses, followed by non-maleficence (20%), beneficence (11%) and justice (5%). In all, 39% described the consequences of their actions, 26% mentioned conflicts of interest between different parties and 72% placed patient welfare above the welfare of others. The U.S., Canada, Sweden, and U.K. led in responses favoring autonomy. There were substantial international differences in moral reasoning. Gender differences in responses reflected women's greater attention to relationships and supported feminist ethical theories.

Asia↗
PubMed1993

The educational philosophies behind the medical humanities programs in the United States: an empirical assessment of three different approaches to humanistic medical education.

This study investigates the three major educational philosophies behind the medical humanities programs in the United States. It summarizes the characteristics of the Cultural Transmission Approach, the Affective Developmental Approach, and the Cognitive Developmental Approach. A questionnaire was sent to 415 teachers of medical humanities asking for their perceptions of the amount of time and effort devoted by their programs to these three philosophical approaches. The 234 responses constituted a 54.6% return. The approximately 80:20 gender ratio of males to females and other demographic data on age and educational background were consistent with other studies of the field of medical humanities. Reflections on the results in Table II indicate that some changes need to take place in the teaching of the medical humanities if the perceived ideal is to be achieved. In order for the current teachers of the medical humanities to think that the appropriate philosophies behind the teaching of the medical humanities are being implemented as they should be, much less time and effort need to be devoted to the Cultural Transmission Approach. With no other published reports on the educational philosophies behind the medical humanities programs, this study created a new knowledge base about this relatively young and rapidly emerging field.

Education, Medical↗
PubMedDate not supplied

Masculine and feminine voices: making ethical decisions in the care of the dying.

Drawing on the example of one specific Ethics Committee, the author delineates feminine and masculine styles of ethical decision making and work with the dying as two sides of what it means to be humanistic in patient care. The author draws particularly on the work of Carol Gilligan to differentiate feminine from masculine approaches.

California↗
PubMed2005

The moral contours of empathy.

Morally contoured empathy is a form of "reasonable partiality" essential to the healthy care of dependents. It is critical as an epistemic aid in determining proper moral responsiveness; it is also, within certain richly normative roles and relationships, itself a crucial constitutive mode of moral connection. Yet the achievement of empathy is no easy feat. Patterns of incuriosity imperil connection, impeding empathic engagement; inappropriate "empathic" engagement, on the other hand, can result in self-effacement. Impartial moral principles and constraints offer at best meager protection against these perils, and hence serve poorly in securing morally contoured empathy. More nuanced and practical guidance should be sought in normatively substantive conceptions of our roles and relationships and their defining moral stakes. These, joined with more abstract moral tools, can facilitate rich, narratively textured interpretations of morality's demands. While the content of our normative conceptions must be continually debated, engaging in this debate is vital to the achievement of proper empathy, and thus to effective, respectful, morally healthy care of dependents.

Empathy↗
PubMed2005

Should age be a deciding factor in ethical decision-making?

The question of age as a factor in ethical decision-making takes two forms. The first form considers age as a factor at the societal, or policy, level, and the second as a factor in determining the capacity of the individual patient to make decisions regarding their own care. This article satisfies itself with a consideration of only the latter question. The issue of whether age is contributing factor in medical decision-making is frequently posited when one considers ethically charged instances of medical decision making at the end of life. Few would argue that the person who has the capacity for decision-making should be denied the ability to exercise that facility and so, it is when a person has lost their ability for making those choices that the question of age as a contributing factor in ethical decision making is raised. The question therefore becomes one of capacity more then age, with age as a useful, but inexact, gauge of that capacity. The inexactitude of age as a surrogate of capacity is a contributing factor to the problem posed in this series of articles. Therefore, to define the relative contribution of age to the capacity for ethical decision-making this article will focus not on the loss of that ability, but rather on the factors that define the realization of that faculty. To do this it will be necessary to define how that faculty is to be to be measured and what are the characteristics of an ethical decision that define it apart from other decisions. Since at the beginning of life, if age is the only variable (adjusting for other co-morbid states) then the issue of surrogacy is a temporary one and is unlike the adult where the presumption is that the person is unlikely to regain decision-making capacity as they slip further into their morbid state.

Adult↗