PURPOSE: To evaluate the effects of social support on comprehension and recall of consent form information in a study of Parkinson disease patients and their caregivers.DESIGN and METHODS: Comparison of comprehension and recall outcomes among participants who read and signed the consent form accompanied by a family member/friend versus those of participants who read and signed the consent form unaccompanied. Comprehension and recall of consent form information were measured at one week and one month respectively, using Part A of the (...) Quality of Informed Consent Questionnaire .RESULTS: The mean age of the sample of 143 participants was 71 years . Analysis of covariance was used to compare QuIC scores between the intervention group and control group . In the 1-week model, no statistically significant intervention effect was found . However, the intervention status by patient status interaction was statistically significant . In the 1-month model, no statistically significant intervention effect was found . Again, however, the intervention status by patient status interaction was statistically significant . At both time periods, intervention group patients scored higher on the QuIC than did intervention group caregivers, and control group patients scored lower on the QuIC than did control group caregivers.IMPLICATIONS: Social support played a significant role in enhancing comprehension and recall of consent form information among patients. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Origins and Foundations of Music Education: International Perspectivesed. by Gordon Cox and Robin Sydney StevensEva Verena SchmidGordon Cox and Robin Sydney Stevens, eds., 2ndedn., The Origins and Foundations of Music Education: International Perspectives(London: Bloomsbury Academic, 2017)The Origins and Foundations of Music Educationis a selection of papers, including an introduction and a conclusion, that provides historical information about the origin and foundation of music education in compulsory schooling (...) in eighteen countries from around the world as well as historical narrations up to the present based on this history. This approach follows the prevalent tendency within historical research to explain the present state of the art as a product of the past. The authors were asked to reflect on the implementation of music education in compulsory schooling in various contexts: political, economic, religious, and social. The chapters have been revised and complemented with the latest information. An additional noteworthy contribution is that the editors managed to include new writers so that the book can provide a wide range of viewpoints from countries in Europe, America, Asia, and Africa. Religious diversity, for instance as seen in Jewish and Muslim cultures, has been taken into account. Papers from Israel, Kosovo, Lithuania, and Turkey are the new additions as well as one chapter which is dedicated to Brazil. [End Page 220]This concept is based on the observation of the editors that the roots of music education have been seen predominantly in a national context, as is usually the case when dealing with educational topics. However, recently one can observe a gradual change that is due to globalization.The purpose of the volume is not only to deliver historical information but also to make a contribution to international and comparative music education. The editors express the hope that the book can encourage readers to deepen their international understanding and awareness of the origins and foundations of music education. The goal is also to look for a "successful music education practice in various countries." 1Unfortunately, the editors do not describe what "successful" means for them. Moreover, it is largely impossible to define in general what successful is because it depends on the particular goals one sets.If you undertake an international and comparative approach, you have to clarify potentially confusing terms. The editors define "international education" and "comparative education" according to the Danish scholar Frede V. Nielsen: international education "is concerned with issues of practice and implementation," 2whereas comparative education "aims to provide historical, philosophical or otherwise interpretative explanations of how two or more educational systems have developed, responded to and/or influenced societal change." 3At this point, it would have been more profound to argue the complexity of this approach. Sigrid Abel-Struth, for instance, deems information about other music education systems is not comparative music education. 4She states that the reports are rather "informative-political" than "methodical-scientific." 5Moreover, she refers to Edmund A. Cykler who says that comparative music education should not only collect information in terms of practical and methodical aspects but also compare [!] them systematically in historical, educational, psychological, and aesthetic contexts. 6According to Bernd Clausen comparative music education requires that the researcher has to be conscious of being ethnocentric, that is Eurocentric. 7For him, comparative music education helps to reflect on the use of terms and practices and at the same time to widen the horizon for various solutions to problems. 8He also sees the necessity to reflect on one's own capacity during the process of analysis and description 9because researchers adopt an attitude or a point of view which is influenced by their cultural socialization. 10Unfortunately, these kinds of methodical reflection are missing throughout the collection. As the editors mentioned, the authors were asked not to include their opinions about the facts in the texts. However, a reflection on their own subjectivity and the research circumstances would have greatly helped readers to understand how the facts have to be seen and evaluated. One does not gain [End Page 221]objectivity when one leaves out the genesis of the facts as well as the intention of the researcher in... (shrink)

Jean-Paul Sartre is an undisputed giant of twentieth-century philosophy. His intellectual writings popularizing existentialism combined with his creative and artistic flair have made him a legend of French thought. His tumultuous personal life - so inextricably bound up with his philosophical thinking - is a fascinating tale of love and lust, drug abuse, high profile fallings-out and political and cultural rebellion. This substantial and meticulously researched biography is accessible, fast-paced, often amusing and at times deeply moving. Existentialism and Excess covers (...) all the main events of Sartre's remarkable seventy-five-year life from his early years as a precocious brat devouring his grandfather's library, through his time as a brilliant student in Paris, his wilderness years as a provincial teacher-writer experimenting with mescaline, his World War II adventures as a POW and member of the resistance, his post-war politicization, his immense amphetamine fueled feats of writing productivity, his harem of women, his many travels and his final decline into blindness and old age. Along the way there are countless intriguing anecdotes, some amusing, some tragic, some controversial: his loathing of crustaceans and his belief that he was being pursued by a giant lobster, his escape from a POW camp, the bombing of his apartment, his influence on the May 1968 uprising and his many love affairs. Cox deftly moves from these episodes to discussing his intellectual development, his famous feuds with Aron, Camus, and Merleau-Ponty, his encounters with other giant figures of his day: Roosevelt, Hemingway, Heidegger, John Huston, Mao, Castro, Che Guevara, Khrushchev and Tito, and, above all, his long, complex and creative relationship with Simone de Beauvoir. Existentialism and Excess also gives serious consideration to Sartre's ideas and many philosophical works, novels, stories, plays and biographies, revealing their intimate connection with his personal life. Cox has written an entertaining, thought-provoking and compulsive book, much like the man himself. (shrink)

An introduction to philosophy through film, _Thinking Through Film: Doing Philosophy, Watching Movies_ combines the exploration of fundamental philosophical issues with the experience of viewing films, and provides an engaging reading experience for undergraduate students, philosophy enthusiasts and film buffs alike. An in-depth yet accessible introduction to the philosophical issues raised by films, film spectatorship and film-making Provides 12 self-contained, close discussions of individual films from across genres Films discussed include Total Recall, Minority Report, La Promesse, Funny Games, Ikuru, The (...) Dark Knight, Memento, AI and more Explores concepts that span epistemology, metaphysics, fate, choice, robot love, time travel, personal identity, spectacle, ethics, luck, regret, consequentialism, deontology and the philosophy of film itself A uniquely flexible resource for courses in philosophy and film that encourages student reflection, as well as being an engaging read for the film enthusiast. (shrink)

This chapter contains sections titled: Music, Science, and the Interpretation of Existence Dionysus and Apollo The Music of Dionysus Music, Science, and the Interpretation of Existence (Reprise).

In the nineteenth century, Nietzsche famously announced that God was dead. In the twentieth century, an increasing reliance on science and technology led to a widespread rejection of belief on the grounds of its irrationality. Yet for all the skepticism directed towards it, religion has not died. In fact, the opposite has occurred: it has persisted and proliferated. In this wide-ranging dialogue, two leading commentators on religion address - from their different but complementary traditions of Christianity and Buddhism - the (...) continuing appeal of spirituality to people eager to explore fundamental questions of meaning and identity. The authors indicate that science, for all the benefits it has conferred, has limits of explanation. It may be able to show how, but not necessarily why. --BOOK JACKET. (shrink)

The book shows one individual's (the author) experience of the world, through contacts with government officials and scholars in the Middle East and Asia, Europe and Latin America during the post-Second World War years up to the later 1960s; and then that individual's reflections and study during the succeeding decades, up to and including the first decade of the 21st century, concerning the future of the world and the critical choices that confront the world both in inter-state relations and in (...) maintaining the security of the biosphere. (shrink)

This paper explores the grounds upon which moral judgment of a person's beliefs is properly made. The beliefs in question are non-moral beliefs and the objects of moral judgment are individual instances of believing. We argue that instances of believing may be morally wrong on any of three distinct grounds: (i) by constituting a moral hazard, (ii) by being the result of immoral inquiry, or (iii) by arising from vicious inner processes of belief formation. On this way of articulating the (...) basis of moral judgment of belief it becomes clear that rational and epistemic norms do not exhaust the kinds of normative judgment properly made of a person's state of believing. We argue that there are instances of believing that are both rational and true and yet morally wrong. (shrink)

As Douglas Adams points out, if there is no final answer to question, 'What is the meaning of life?', '42' is as good or bad an answer as any other. Indeed, 42 quotes might be even better! Gary Cox guides us through 42 of the most misunderstood, misquoted, provocative and significant quotes in the history of philosophy providing a witty and compelling commentary along the way. This entertaining and illuminating collection of quotes doesn't merely list who said what and when. (...) Gary Cox claims that each quote is a philosophical thesis in itself. By exploring who a particular philosopher is and what he or she really meant when they said what they said, this book looks for the philosophy within the quote. Using the writings of everyone from Douglas Adams to A.J. Ayer and Thomas Aquinas to Karl Marx, Gary Cox takes us on a philosophical journey through history, culture and writing to bring us to a deeper understanding of why we think the way we do. (shrink)

What's wrong with high executive pay? Beyond envy, is some issue of justice or fairness at stake? And what can anyone do about it? (A lot, as it turns out.).

A concise and accessible dictionary of the key terms used in Sartre's philosophy, his major works and philosophical influences.

The Catholic Tradition requires the faithful to form and follow their conscience. This is the case even with the recognition that consciences can be malformed and one can make errors in practical judgments. Water Shaping Stone examines various aspects of this tradition regarding conscience by using, among other sources, twentieth-century magisterial documents, theologians' works, and Scripture. Kathryn Lilla Cox argues that while the Magisterium retains teaching authority, and a responsibility to help form consciences through its teaching, focusing only on the (...) Magisterium leads to incomplete formation. A more holistic vision of conscience formation means considering the formation of the moral agent to be a multifaceted process that draws on, for example, teaching, prayer, rituals, Scripture, practices, and virtues, along with relationships with the Triune God and communities of accountability. This vision of conscience formation retains the magisterial teaching authority while acknowledging discipleship as the theological basis for making and assessing practical judgments of conscience. (shrink)

In the 21st century what the future holds for young learners is unclear, what is clear is that they need to be confident, capable and resilient. As wider communication about education is increasing there is a developing understanding that children in settings across the globe learn in the same ways and have the same needs. This book considers international and multicultural learning environments from both theoretical and practical perspectives, written by specialists in early years education in the UK and in (...) international contexts. The theoretical perspectives are supported by eight case studies, from Uganda, Indonesia, Mexico, Qatar, Netherlands, Italy, the United Kingdom and Romania. (shrink)

The central problem of this dissertation arises from reflecting on Euthyphro’s often neglected final attempt to define piety and the discussion (elenchos) that follows. He claims that piety is knowledge of how to give to the gods what is pleasing in prayer and sacrifice. Socrates, without much argument, reduces Euthyphro’s answer to his earlier, already refuted one – that piety is what is dear to the gods – inviting the question of whether this is all the elenchos is meant to (...) accomplish. If it is not, we should expect to find its purpose in the brief discussion that falls between Euthyphro’s definition and the final reduction of this definition to its predecessor. At the center of this discussion Socrates compares Euthyphronic piety to commerce. This comparison has classically been interpreted as showing Euthyphro’s definition to imply that humans can benefit gods, and since Euthyphro has elsewhere rejected this idea, his definition is refuted by contradiction. But this strands the reduction withoutpurpose, and scrutiny of the text suggests this is not the correct way to interpret the inference structure of this intervening discussion. In this dissertation I argue for two main theses: (i) the disambiguation thesis, which claims that the comparison to commerce is not the philosophical point of the elenchos, and does not result in the refutation of Euthyphro’s definition. It is instead intended to elicit which of two possible models of piety Euthyphro means to describe, the language of his definition being equivocal in at least one important respect, namely whether or not a met need necessarily confers a benefit upon the recipient; (ii) the translation thesis, which claims that there are some important observations to be made about the Greek of Euthyphro’s definition, observations that will make the dis- ambiguation thesis more plausible, and which are obscured by traditional translations of the passage under discussion. These observations concern kecharismena, a word often translated as ‘pleasing’, but is better understood as denoting a broad set of social and religious norms, and for which there is no simple English equivalent. Together, these two theses allow us to see that the main philosophical lesson of the last elenchos is that Euthyphro’s account of piety as ritual is an application of his more famous third attempt to define piety voluntaristically, and that any philosophical concerns over the last definition are consequences of it being an extension of the third one. This is why Plato puts the two side-by-side to close the dialogue, and we are kept from seeing this clearly when we take the comparison to commerce to be accomplishing the main work of the elenchos, rather than as clarifying Euthyphro’s answer so that its conceptual similarities to the previous answer are plainly visible. I conclude the project by defending the venerable view that Socratic piety is service to the gods instantiated by rational inquiry, and show how this model of piety is the antithesis to, and moral remedy for, Euthyphronic piety. (shrink)

The History of Psychology course occupies an unusual but critical place in the psychology curriculum at most universities. As the field has become ever more specialized, with the various subdisciplines branching off, The History of Psychology is often the one course where the common roots of all of these areas are explored. Asking not only "What is psychology?" but also "What is science?" "Why is psychology a science?" and "How did it become one?" this book examines how the paradigm of (...) Psychology was built. Discussing key figures in history in the context of their time, it takes students on a carefully formulated, chronological journey through the build-up of psychology from ancient times to the present, and seeks to draw students into the way science is done, rather than merely presenting them with historical fact. Students will learn not only the "what," but the "why" of the history of psychology and will acquire the necessary background historical material to fully understand those concepts. Organized around a series of moments and cases--such as a shift from scholasticism to rationalism or empiricism, and a shift from idealism to materialism--the book seeks to portray psychology as an on-going, evolving process, rather than a theory.--page i. (shrink)

Abstract This paper defends an argument from interpretation against the possibility of massive error. The argument shares many important features with Donald Davidson's famous argument, but also key differences. I defend the argument against claims that it begs the question against scepticism and that it leaves the sceptic with an obvious means of escape.

Re-Reading: Judith Jarvis Thompson, 'A Defense of Abortion'.

SummaryComparison of some longitudinal data on infant weight in two samples of Australian Aborigines indicates changes in infant growth between 1966 and 1976 which suggest that at the time when the child comes off the breast, weight gain slows. This faltering of weight gain is often followed by a partial catch-up, but the resultant weight for age at 1 year corresponds with a lower British centile than the child was at just before weaning.

This paper examines the idea of the integrity of academic practice. We offer an account of the integrity of professional practice in general before applying it to academic professional practice within the contemporary, western university. We then introduce the concept of integrity traps and explain how they can make it difficult for academics working within a contemporary university environment to maintain their integrity.

Content and substance (Gehalt) in music is the difficult theme of this volume. The central questions are: in what manner is music more than immanence, structure and autonomous meaning, and to what degree do "extramusical" ideas and conceptions shape the work so that more appears to be in it than music alone. This theme is above all relevant for contemporary music of the 21st century, as ever more composers are interested both in cultural discourse and in a content-orientation for their (...) music. This volume presents essays by twelve composers who were invited to ponder the relationship between musical structure and the substance of music in light of their own musical practices. (shrink)