什么是责任?

责任这个概念是个涵盖了关系和归因的概念——责任是按照对一种行为或其结果的预期而追溯原因的关系系统。在区分责任的不同维度的基础上,重点讨论了普遍的道义责任。道义责任并不局限于任何特殊领域,然而在原则上却是普遍的;它不容拖延、不容委派,也不容推卸,而且总是与个人相关,不可能被分割。基于对责任种类的划分,探讨了责任划分和责任分担的某些问题,并对这些问题的解决方案进行了深入的分析和探究。     

Designing np control charts

This paper presents the results of a simulation approach to the design of economic attribute control charts. The approach taken differs from the classical studies reported in the literature in two respects. First, the often made assumption that the out-of-control state of a process will remain so until detection is relaxed. This in effect allows the average proportion of defectives to deteriorate further before the out-of-control state is detected. Second, there is no requirement for detailed information on the exact process behaviour in the out-of-control state. It is assumed that a multitude of out-of-control causes exist and that the proportion defective is equally likely to be within a specified range of values. The relaxation of these two assumptions makes the model realistic and gives it wide practical applications in the control of a manufacturing process. The simulation computer programs developed are sufficiently compact to run on the low cost microcomputers.     

Bayesian inference for semiparametric regression using a Fourier representation

This paper presents the Bayesian analysis of a semiparametric regression model that consists of parametric and nonparametric components. The nonparametric component is represented with a Fourier series where the Fourier coefficients are assumed a priori to have zero means and to decay to 0 in probability at either algebraic or geometric rates. The rate of decay controls the smoothness of the response function. The posterior analysis automatically selects the amount of smoothing that is coherent with the model and data. Posterior probabilities of the parametric and semiparametric models provide a method for testing the parametric model against a non-specific alternative. The Bayes estimator's mean integrated squared error compares favourably with the theoretically optimal estimator for kernel regression.     

Cigarette Use Among Young Adults: Comparisons Between 2-Year College Students, 4-Year College Students,and Those Not in College

Abstract

Objective: To examine cigarette smoking among young adults based on education status. Participants: Community-based sample of 2,694 young adults in the United States Methods: The authors compared 3 groups—those not in college with no college degree, 2-year college students/graduates, 4-year college students/graduates—on various smoking measures: ever smoked, smoked in past month, smoked in past week, consider self a smoker, began smoking before age 15, smoked over 100 cigarettes in lifetime, ever tried to quit, and plan to quit in next year. Results: The authors found that for nearly all the smoking measures, the 4-year college group was at lowest risk, the noncollege group was at highest risk, and the 2-year college group represented a midpoint. Differences between groups remain after adjusting for parents’ education and other potential confounding factors. Conclusions: Smoking behaviors clearly differ between the 2-year, 4-year, and no college groups. Interventions should be tailored for each group.     

孟子和施韦泽:具体人性的伦理学

孟子是具体人性和实践伦理学的发现者和创始人,他是第一位真正将伦理的普遍视野和人道观念与人具体、实际的需要相结合的伟大思想家,这种结合正是施韦泽非常强调的。在全球化时代,需要发现一种新的途径来扩展应用伦理学的方法,以强调新的世界范围的功能毗邻、相互依赖和相互作用。从伦理上来说,全球化引发的剧烈变化呼唤一场发生在我们伦理思想领域以及伦理实践和人道主义实践中的革命。     

谁能在科技实践和发展中承担责任

在科技和经济中的道德评价及伦理问题一般是责任的承担、归属和分配问题。责任本身是一个结构或关系多变的概念,有不同的种类和层次;在责任分配模型中,核心是标准化责任和描述责任分配以及集体责任简化为个人责任的问题,个人责任对于科技的实践和发展是至关重要的,集体责任和共同责任的问题也变得越来越有时代性。当专业伦理准则和责任发生冲突时,必须保持伦理规范的优先地位和决定标准,发展、改进并在实际中执行工程道德规范。     

Epistemological problems and the personality and social system in social psychology

If we understand social psychology to be an area where sociology and psychology overlap, or more precisely where we try to explain interaction on the basis of psychological and sociological propositions and concepts, we have singled out a field that should be quite challenging not only in theory and method but in the fundamental questions it raises for both sociology and psychology. Actually, the discipline is not that well integrated and is constituted by such disparate approaches as reinforcement theory, field theory, role theory, small group theory, game theory and psychoanalysis. Many sociologists have abandoned the field altogether. Nor have the proponents of these sub-fields made much effort to consolidate, integrate or reconcile their methodologies. Epistemological questions have been notably absent and only now have arguments from the philosophy of science point of view reemerged to revive the critical and potentially fruitful methodological discussions of earlier theorists (F. Allport; Lewin; Mead; Simmel) and their more recent followers (Homans; Malewski). After considering epistemological problems dealing with the generality of theory and explanation, behavioristic vs. action approaches, operational and model structural implications, we want to argue for a better understanding of social system variables besides those of the personality system and of system theory in general. In our discussion we use examples from the area of sport because it composes a complex system, that is not too difficult to observe at the same time that it shows in relative clarity all of the different levels of an action system. It has, furthermore, many features of an almost experimental design in a natural field. In so far it is a model area to allow due consideration for our demand that social psychology rediscover the method of field studies. This will help to reverse the trend characterized by a general neglect of theory that has resulted from behavioral dogmatism and the expedience of research pragmatism based mostly on two-variable linear models. This is not to say that we disfavor rigorous research design and data analysis - to the contrary. We just want it to be done in the context of broader theoretical concerns and in clear recognition of the pitfalls of operationalism and the merits of action theory.     

可作为方法论的范式解释

任何一种知识、认识、感觉和行为都要靠"范式"的(再)启动来形成。任何解释都是范式的运用。从认识论上来说,各种范式都是一些具有"结构"的应用模式,在心理学和神经学上,这些应用模式则是通过具有(协同和再)应用作用的神经元组合来协调、适应和"习得"的。从不变的、初始的不同"解释"到常规的、分类的和辩护性的解释,以及各种元解释,简述了解释的范式应用(即范式解释)的六个层次。构建性的范式解释是不可避免的。很多哲学问题都将必须沿着这些思路被重新表达、重新解释。