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Research in cognition and social psychology of organizations have explored perception of leadership. Yet, these investigations remain unconnected. The current study puts forth an approach to studying leadership cognition by 1) using leadership theory to define leadership behavior in an experimental context (in terms of Direction, Alignment, Commitment), and 2) using the Match-to-Sample task to test leadership categorization in adults. When presented with a ‘sample’ event portraying servant leadership followed by another pair of events (only one portraying servant leadership and the other portraying either: task leadership, social interaction, and virtuous interactions), adults (N = 330) selected the correct match event significantly above chance; M=.57 (SE = .01), t(329) = 8.00, p < .001. The findings have implications for cognitive theories by clarifying the nature of leadership representations, as well as for social organizational psychology by introducing a cognitive, non self-report measure of leadership understanding.

This paper provides a retrospective and prospective overview of TU Delft's approach to engineering ethics education. For over twenty years, the Ethics and Philosophy of Technology Section at TU Delft has been at the forefront of engineering ethics education, offering education to a wide range of engineering and design students. The approach developed at TU Delft is deeply informed by the research of the Section, which is centred around Responsible Research and Innovation, Design for Values, and Risk Ethics. These theoretical approaches are premised on the notion that technologies are inherently value-laden, and as such contain the possibility of fostering or hindering moral values. Each of these approaches encourages students to take a proactive attitude with respect to their projects and profession, thinking creatively about -- and taking responsibility for -- how to both prevent harm and do good via the technologies they help develop. To explain how this is put into practice, this paper sketches a brief history of ethics teaching at TU Delft, outlines current activities, and presents future plans for Bachelor and Master's level engineering ethics education at TU Delft.

It is crucial for engineers to anticipate the socio-ethical impacts of emerging technologies. Such acts of anticipation are thoroughly normative and should be cultivated in engineering ethics education. In this paper we ask: 'how do we anticipate the socio-ethical implications of emerging technologies responsibly?' And 'how can such responsible anticipation be taught?' We offer a conceptual answer, building upon the framework of Responsible Innovation and its four core practices: anticipation, reflexivity, inclusion, and responsiveness. We forge a more explicit link between the practices of anticipation, reflexivity, and inclusion, while also enriching them with insights from disability studies, STS, design theory, and philosophy. On this basis we present responsible anticipation as an activity of reflective problem framing grounded in epistemic humility. Via the RI-practice of responsiveness we present responsible anticipation as a creative approach to engineering ethics, offering engineering students a critical yet productive perspective on how ethics may inform innovation. [ABSTRACT FROM AUTHOR]

ROOJA MOHASSESSY When Your Sky Runs into Mine Denver, Colorado. Elixir Press. 2023. 116 pages. IT IS AN IMMENSELY personal thing to make a literary debut. Rooja Mohassessy embraces the [...]

FARNAZ FATEMI Sister Tongue [phrase omitted] Kent, Ohio. Kent State University Press. 2022.77 pages. IN HER DEBUT verse collection, Farnaz Fatemi skillfully explores the nuanced between-life of Farsi and English [...]

Artificial illumination occupies a paradoxical position in modern daily life. It is a ubiquitous technology, pervading almost every interior space and shaping nighttime environments. Yet despite (or perhaps because of) [...]

This paper introduces the design principle of legibility as means to examine the epistemic and ethical conditions of sensing technologies. Emerging sensing technologies create new possibilities regarding what to measure, as well as how to analyze, interpret, and communicate said measurements. In doing so, they create ethical challenges for designers to navigate, specifically how the interpretation and communication of complex data affect moral values such as (user) autonomy. Contemporary sensing technologies require layers of mediation and exposition to render what they sense as intelligible and constructive to the end user, which is a value-laden design act. Legibility is positioned as both an evaluative lens and a design criterion, making it complimentary to existing frameworks such as value sensitive design. To concretize the notion of legibility, and understand how it could be utilized in both evaluative and anticipatory contexts, the case study of a vest embedded with sensors and an accompanying app for patients with chronic obstructive pulmonary disease is analyzed. [ABSTRACT FROM AUTHOR]

This paper provides a retrospective and prospective overview of TU Delft's approach to engineering ethics education. For over twenty years, the Ethics and Philosophy of Technology Section at TU Delft has been at the forefront of engineering ethics education, offering education to a wide range of engineering and design students. The approach developed at TU Delft is deeply informed by the research of the Section, which is centred around Responsible Research and Innovation, Design for Values, and Risk Ethics. These theoretical approaches are premised on the notion that technologies are inherently value-laden, and as such contain the possibility of fostering or hindering moral values. Each of these approaches encourages students to take a proactive attitude with respect to their projects and profession, thinking creatively about - and taking responsibility for - how to both prevent harm and do good via the technologies they help develop. To explain how this is put into practice, this paper sketches a brief history of ethics teaching at TU Delft, outlines current activities, and presents future plans for Bachelor and Master's level engineering ethics education at TU Delft. [ABSTRACT FROM AUTHOR]

This paper outlines a research methodology and design strategy aimed at realizing sustainable lighting within (sub)urban parks. It does so by detailing the research process, as well as resultant vision and design concepts, for the Delftse Hout (a park in Delft, The Netherlands). This process included formulating value-level design requirements, undertaking a detailed site-study to understand stakeholder needs, and combining these to provide conceptual and practical grounding for the future development of a lighting masterplan. A key - and we argue generalizable - outcome of the process is the development and application of dark acupuncture, a scalable design strategy aimed at strategically-placed interventions of darkness and illumination. The paper thus provides three contributions to sustainable lighting theory and practice: a detailed case study of innovative lighting design research; the refinement of dark acupuncture as a design strategy for nature-inclusive park lighting (which itself can be more broadly applicable to urban lighting policy and design); and, as a practical example of transdisciplinary research into artificial light at night. [ABSTRACT FROM AUTHOR]