The punishment of social misconduct is a powerful mechanism for stabilizing high levels of cooperation among unrelated individuals. It is regularly assumed that humans have a universal disposition to punish social norm violators, which is sometimes labelled “universal structure of human morality” or “pure aversion to social betrayal”. Here we present evidence that, contrary to this hypothesis, the propensity to punish a moral norm violator varies among participants with different career trajectories. In anonymous real-life conditions, future teachers punished a talented (...) but immoral young violinist: they voted against her in an important music competition when they had been informed of her previous blatant misconduct toward fellow violin students. In contrast, future police officers and high school students did not punish. This variation among socio-professional categories indicates that the punishment of norm violators is not entirely explained by an aversion to social betrayal. We suggest that context specificity plays an important role in normative behaviour; people seem inclined to enforce social norms only in situations that are familiar, relevant for their social category, and possibly strategically advantageous. (shrink)

This book examines links between post-conflict security, peace and development in Africa, Latin America, Europe and New Zealand. Young peace researchers from the Global South as well as from Italy and New Zealand address in case studies traumas in Northern Uganda, demobilisation and reintegration of ex-combatants in the Ivory Coast, economic and financial management of terrorism in Kenya, organised crime in Brazil, mental health issues in Colombia, macro realism in Europe and global defence reforms within the military apparatus since (...) 1990. The book reviews linkages between regional stability, development and peace in post-conflict societies while adding on to the post 2015 international agenda and discusses linkages between peace, security and development. (shrink)

In this paper, I set an aspect of what it is to live a flourishing life against the backdrop of neo liberal trends that continue to influence educational policy across the globe. The view I set out is in sharp contrast to any narrow assumption that education’s main task is the measurement of high performing individuals who will thus contribute to an economically viable society. Instead, I explore and argue for a conception of what constitutes a flourishing life that is (...) embedded in a more pragmatist analysis of what education may be. The argument begins with developing the centrality of embodiment to aesthetic sensibility and goes on to suggest how collective understanding of this within a community could constitute a sense of performance and thus contribute to the educational aim of developing a full and flourishing life. The argument is that this way of seeing life could have implications for educational practice, the role of the teacher and could help to reconfigure how education is experienced by the young. (shrink)

Are young men who will be entrusted with leadership in the church being given the skills and insight to face a future which recognises the equal call to discipleship of all the baptised?

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I (...) consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education (GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. (shrink)

International migration has a female face in the beginning of the twenty-first century; since at least 1990, a total of 49 percent of international migrants have been women (UN 2008).1 Many women relocate in pursuit of goals that they can’t realize in their countries of origin, and many women move on their own to developed countries as caregivers to the very old or the very young, as nurses to attend to the sick in hospitals, and as domestic workers.2 How (...) should we regard their decisions to do so? One way of thinking about such moves is to deplore the fact that women have to move in order to attain certain goals in their lives; it would be more desirable to live in a world that would not make such moves necessary... (shrink)

In recent years, an increasingly assertive People’s Republic of China (PRC) leadership has sought to extend the PRC’s influence globally. To this end, it has developed diverse strategies ranging from soft power to more coercive means. The more visible strategies include the Belt and Road Initiative, the Chinese Dream, and ‘wolf warrior’ diplomacy. At the soft power end of the spectrum, Chinese overseas students are at the nexus between two strategies of soft power – the Chinese diaspora and the internationalisation (...) of higher education. While there is an established literature analysing China’s soft power worldwide, relatively little has been done on the role of higher education, particularly where this concerns overseas Chinese students. The article will examine China’s use of overseas students to project its soft power. It then identifies the strategies that support this, viz. ideological and political education to prepare young people for this role and, once overseas, an appeal to a conception of the Chinese diaspora, as well as the organisations (e.g. embassies and student associations) that form potential channels to students and monitor and support them in their role. (shrink)

Wittgenstein’s comment that what can be shown cannot be said has a special resonance with visual representations of power in both Heavy Metal and Fundamentalist Christian communities. Performances at metal shows, and performances of ‘religious theatre’, share an emphasis on violence and destruction. For example, groups like GWAR and Cannibal Corpse feature violent scenes in stage shows and album covers, scenes that depict gory results of unrestrained sexuality that are strikingly like Halloween ‘Hell House’ show presented by neo-Conservative, Fundamentalist Christian (...) churches in the southeastern United States’ ‘Bible Belt’. One group may claim to celebrate violence, the other sees violence as a tool to both encourage ‘moral’ behaviour, and to show that the Christian church is able to ‘speak the language’ of young people who are fans of metal, gore, and horror. Explicit violence, in each case, signifies power relationships that are in transformation. Historically, medieval morality plays and morality cycles had been used as a pedagogical tool. In the modern-day context of fundamentalist religious education, these Hell House performances seek to exclude outsiders and solidify teen membership in the Christian community. Hell House performances are marketed to the young church members, and are seen as a way to reinvigorate conservative Fundamentalist Christianity. Women and girls routinely take part in, and often organize Hell House events. In the context of heavy metal, violent performances do not seek to exclude, but provide an outlet for a variety of socially unacceptable or unpopular feelings. In each context there is an apparent, if not actual, empowering of women who are willing to play particular kinds of roles. The use of violence and gore has a value beyond merely shocking the audience, it is arguably a way that some women find their voice, both for fundamentalist Christians and fundamentalist gore metal fans. (shrink)

Hymen reconstruction surgery is a simple procedure to repair a woman’s hymen, requested by women who, for religious and cultural reasons, believe they must appear to have an intact hymen on their wedding night. Debates surrounding possible ethical justification for the procedure are complex and heated. These articles from the Harvard Ethics Consortium present and explore the case of a young woman who asked a young female physician on call for a referral for the procedure.

The Routledge Handbook of Critical Pedagogies for Social Work traverses new territory by providing a cutting-edge overview of the work of classic and contemporary theorists, in a way that expands their application and utility in social work education and practice; thus, providing a bridge between critical theory, philosophy, and social work. Each chapter showcases the work of a specific critical educational, philosophical and/or social theorist including: Henry Giroux, Michel Foucault, Cornelius Castoriadis, Herbert Marcuse, Paulo Freire, bell hooks, Joan Tronto, Iris (...) Marion Young, Karl Marx, Antonio Gramsci and many others to elucidate the ways in which their key pedagogic concepts can be applied to specific aspects of social work education and practice. The text exhibits a range of research-based approaches to educating social work practitioners as agents of social change. It provides a robust and much needed, alternative paradigm to the technique-driven ‘conservative revolution’ currently being fostered by neoliberalism in both social work education and practice. The volume will be instructive for social work educators who aim to teach for social change, by assisting students to develop counter-hegemonic practices of resistance and agency, and reflecting on the pedagogic role of social work practice more widely. The volume holds relevance for both postgraduate and undergraduate/qualifying social work and human services courses around the world. (shrink)

This paper sets out to examine the place of theory in preschool education, considering the theories to which practitioners and providers have access and which provide a rationale for everyday practices and shape the experiences of young children. The paper reflects the circumstances of preschool provision, practices and thinking in the UK in general and in Scotland in particular. The central argument is that while there may be little obvious recourse to theorising and limited exposure to explicit theory about (...) children’s development, learning and education, practitioners and those responsible for provision have tacit understandings or implicit theories which can be seen to shape their practices. The paper begins by considering the explicit theory which practitioners are exposed to through the development of practice guidance and professional education. This is followed by an examination of the explicit theories adopted from psychology and more recent theoretical developments which have their roots in other disciplines and perspectives. Some influences on practitioners’ implicit theories are discussed before considering two key aspects of the dominate consensus about good practice: that play is the medium through which children learn and that practice should be child-centred. The paper concludes with a discussion of the ‘identity’ of preschool education theory and the benefits of articulating the implicit theory and folk beliefs on which local practices are based. (shrink)

The women's silence in response to the message of the “young man” at the tomb is a feature found only in Mark. Its omission by Matthew and Luke suggests that they found this element in the narrative problematic. Yet Mark's text has played a significant role in the Easter liturgy of the ancient church and beyond. The reception history of the narrative reveals both harmonization and discord.

Qualitative research in psychology has tended to draw on a relatively narrow range of research methods, and the recent shift towards the analysis of material involving `naturally occurring talk' in some areas of psychology has reinforced this trend. This article discusses the implications of a preference for the analysis of `naturally occurring talk' or `naturalistic records' across the full range of qualitative psychology research. In particular, I focus on how researchers are positioned in debates over the advantages and limitations of (...) analysing `naturally occurring data' and research interviews. Drawing on examples from a current project concerned with the meanings of consumption for young people, I interrogate the assumptions associated with a preference for analysing `naturalistic records' and consider some of the benefits as well as the problems involved in using research practices that involve a degree of direct engagement between the researcher and other participants. This article is therefore discussing the origins as well as the implications of the preference for analysing `naturally occurring data'. (shrink)

This article focuses on the representation of youth as a key moment of transition in contemporary western societies, set between the dependent state of childhood and the supposed maturity and independence of adult status. Young people are viewed as gendered, racialized and sexualized beings who also occupy specific class locations, and are assumed to move through crucial points of transition as they leave full-time education and enter the job market, as well as the (hetero)sexual and marriage marketplaces. The article (...) examines some of the main discursive configurations and treatment regimes through which ‘troubled teens’ are constructed and managed, especially in relation to notions about disordered patterns of consumption and transition. The paper considers the moment of the ‘discovery’ of adolescence in the late nineteenth century, going on to examine young women's particular relationships to discourses around consumption in the contemporary British youth research literature, and to debates about ‘disrupted transitions’ and citizenship in the 1990s. The article ends with a brief examination of one approach to the ‘problem of troubled teens’ in the USA: Specialty Schools that offer a combination of educational, therapeutic and correctional regimes aimed at young people who have been identified in relation to various disorders of transition and consumption. (shrink)

"_Minding Women _embraces a generation of scholarship, culminating in major new work by leading scholars who are reconfiguring feminist research. This important collection will again change the way we think about race, history, education, and the lives of girls." —_Sally Schwager_, Director Women's History Institute, Harvard University Research on women and girls has exploded during the past twenty years. Since 1977, when the _Harvard Educational Review_ published Carol Gilligan's now-classic article "In a Different Voice," in which she argued so persuasively (...) that women and girls must be understood on their own terms, researchers have been discovering, uncovering, and recovering women's ways of knowing, being, thinking, teaching, and learning. _Minding Women_ charts the wealth of thought and writing related to women and girls and education that this process of discovery has produced. _Minding Women_ begins with a "Classics" section—articles that call attention to the lack of research on girls and women and describe the effect this has had on knowledge and society. The contributors then discuss feminist pedagogy, and how it has changed and been refined over time. Girls and young women are the focus of the next section. Too often their voices and viewpoints are excluded from these discussions, so some of their own writings are included here. The book then explores women's educational history, showcasing some of the rich work in this area over the past twenty years. Identity issues are addressed in the final section, acknowledging that substantial differences exist among groups of women and girls on how they experience the world and their roles, prospects, and lives. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Children’s Home Musical Experiences Across the World ed. by Beatriz Ilari, Susan YoungAmy Christine BeegleBeatriz Ilari and Susan Young, eds., Children’s Home Musical Experiences Across the World (Bloomington, IN: Indiana University Press, 2016)Historically, most studies of children’s musical learning have been informed by stage theories of developmental psychology and focused on school music or private instrumental lesson contexts. Over the past few decades, scholars have conducted (...) research that increasingly explores children’s involvement with music in contexts outside of formal learning settings, utilizing methods and models from ethnomusicology, sociology, social psychology, and/or cultural psychology. Nine individually authored chapters in the volume, Children’s Home Musical Experiences Across the World, edited by Beatriz Ilari and Susan Young, convey results, applications, and extensions of one such project that reaches beyond the conventional ethnographic music education study.The bulk of this collection contains findings and interpretations from a collaborative project called MyPlace, MyMusic, followed by several additional chapters that provide descriptions and narratives from subsequent related projects. The original project included fourteen scholars from the International Society of Music Education-Early Childhood Commission, who conducted in-home observations and interviews with parents and children in order to examine the nature of, influences on, and meaning of musical activities that took place in the homes of middle-class seven-year-olds in diverse locations, including Brazil, Denmark, [End Page 105] Greece, Israel, Kenya, the Netherlands, Singapore, Spain, South Africa, Taiwan, the U.K., and the United States.Importantly, the project’s designers attempted to avoid complications of transcultural developments by asking each researcher to select children whose families had not recently migrated to their country/locality. The seventeen participating children from twelve countries were also of the same ethnicity and lived in the same “locality” as each researcher in order to ease communication during in-home observations and interviews. Results shed light on issues of children’s family life, schooling, identity, gender, and social class.This project presents a unique contribution to the field of music education in a number of ways. First, most previous studies of music in the homes of children have centered around preschoolers, toddlers, and infants, whereas the present project focuses on seven-year-old children, whose age places them on the cusp of crossing from early to middle childhood. Second, most previous music education researchers have considered issues of social class, ethnicity, and race as independent variables, but the methodology for this project calls for observation and description of each child in his or her home first, followed by comparison of the “cases” to each other. Third, the researchers utilize a Wiki platform to share and collaboratively interpret data collected from home lives of children (photographs, video and audio recordings, texts, and pdf files) among researchers from different countries.The volume is organized into three major sections. Susan Young and Jèssica Pérez-Moreno set the scene in the first two chapters by describing the theoretical underpinnings and methodology for the MyPlace, MyMusic project. The second section of the book includes four chapters in which several individual researchers interpret the project’s data based upon the themes of children’s private musical worlds; belonging/identity/gendered meanings of children’s music making; perspectives and influences of parents; and the role of social class on children’s musical lives. The last three chapters of the book provide detailed descriptions of projects and extensions that developed after the MyPlace, MyMusic project.Following the introductory chapter, in which Ilari and Young explain the background, rationale, goals, and methods of the MyPlace, MyMusic project and provide a reader-friendly table that presents the cultural background and “sources of musical stimulation in the home” for each participating child,1 Susan Young outlines the theoretical and analytical frameworks for the project in the first chapter. Rather than viewing children’s learning as developing and socializing into adulthood, the project researchers were encouraged to look at children as being instead of becoming, as subjects, rather than objects of research, and as having opportunities for agency that are contextual. This theoretical framework stems from the field of Childhood Studies (as cultivated in Scandinavia [End Page 106] and... (shrink)

The COVID-19 pandemic has upended in-person public education across the United States, a critical infrastructure of care that parents—especially mothers—depend on to work. To understand the nature and magnitude of school closures across states, we collected detailed primary data—the Elementary School Operating Status database —to measure the percentage of school districts offering in-person, remote, and hybrid instruction models for elementary schools by state in September 2020. We link these data to the Current Population Survey to evaluate the association between school (...) reopening and parents’ labor force participation rates, comparing 2020 labor force participation rates to those observed prepandemic in 2019. We find that, across states, the maternal labor force participation rate fell to a greater extent than that of fathers. In 2019, mothers’ rate of labor force participation was about 18 percentage points lower than fathers’. By 2020, this gap grew by 5 percentage points in states where schools offered primarily remote instruction. We show that schools are a vital source of care for young children, and that without in-person instruction, mothers have been sidelined from the labor force. The longer these conditions remain in place, the more difficult it may be for mothers to fully recover from prolonged spells of nonemployment, resulting in reduced occupational opportunities and lifetime earnings. (shrink)

This article critically addresses recent anthropological and feminist efforts to theorize and analyse Muslim women's participation in and support for the Islamic revival in its various manifestations. Drawing on ethnographic material from research on young Muslims engaged in Islamic youth and student-organizations in Norway, I investigate some of the challenges that researching religious subjectivities and practices pose to feminist theory. In particular, I deal with how to understand women's religious piety in relation to questions of self, agency and resistance. (...) Engaging with Saba Mahmood's work on The Politics of Piety, this article suggests ways of understanding the young women's religious engagement that move beyond the confines of a binary model of subordination and resistance, coercion and choice. Grounding the discussion in ethnographic analysis of how young Muslim women in Norway speak about the ‘self’, I argue that critically revisiting feminist notions of agency, autonomy and desire, is necessary in order to understand the kinds of self-realization that these women aspire to. However, the article argues against positing Muslim conceptions and techniques of the self as ‘the other’ of liberal-secular traditions. Rather, I show how configurations of personhood, ethics and self-realization drawn from Islamic and liberal-secular discursive formations inhabit not only the same cultural and historical space, but also shape individual subjectivities and modes of agency. (shrink)

Childhood adversity is associated with altered or dysregulated stress reactivity; these altered patterns of physiological functioning persist into adulthood. Evidence from both preclinical animal models and human neuroimaging studies indicates that early life experience differentially influences stressor-evoked activity within central visceral neural circuits proximally involved in the control of stress responses, including the subgenual anterior cingulate cortex (sgACC), paraventricular nucleus of the hypothalamus (PVN), bed nucleus of the stria terminalis (BNST) and amygdala. However, the relationship between childhood adversity and the (...) resting-state connectivity of this central visceral network remains unclear. To this end, we examined relationships between childhood threat and childhood socioeconomic deprivation, the resting-state connectivity between our regions of interest (ROIs), and affective symptom severity and diagnoses. We recruited a transdiagnostic sample of young adult males and females (n= 100; mean age = 27.28,SD= 3.99; 59 females) with a full distribution of maltreatment history and symptom severity across multiple affective disorders. Resting-state data were acquired using a 7.2-min functional magnetic resonance imaging (fMRI) sequence; noted ROIs were applied as masks to determine ROI-to-ROI connectivity. Threat was determined by measures of childhood traumatic events and abuse. Socioeconomic deprivation (SED) was determined by a measure of childhood socioeconomic status (parental education level). Covarying for age, race and sex, greater childhood threat was significantly associated with lower BNST-PVN, amygdala-sgACC and PVN-sgACC connectivity. No significant relationships were found between SED and resting-state connectivity. BNST-PVN connectivity was associated with the number of lifetime affective diagnoses. Exposure to threat during early development may entrain altered patterns of resting-state connectivity between these stress-related ROIs in ways that contribute to dysregulated neural and physiological responses to stress and subsequent affective psychopathology. (shrink)

For young children, learning begins in conversation contexts such as schools. The author of this paper contends that talk activities are fundamental to future knowledge and understanding. Implicit is critique of a current British model that values the practice of speaking through effective talk. This view is contrasted to one centered on expressive speech and authentic listening.

In this contribution we are building on a long-term work conducted within the framework of an intervention-research with Guillemette, a young professor of history- geography working in a “difficult” college. At the time of our first meeting she suffers from not being able to build professional stability needed to consolidate its activity and organizing working conditions and student learning. We show how it is appropriate dialogic device mobilized during the intervention research to make its business development tool. Causing it (...) to revive classroom situations already experienced and increasing social contact with herself, he helped revive the many debates which its activity is the seat and opened the possibility for her to “do something thing “of his concerns, recycling in” occupations “based on compromise renewed and more effective in their dual objective and subjective dimension. The confrontation of the “case Guillemette” in other cases products at other interventions-research, and its subsequent alterations resulting horizontal reconfigurations within this collection of cases, allow us to consider it as a clinical prototype on based on which we sketch the outline of a model of the organizers of career paths through which develops the teaching activity in the nascent state. (shrink)

This article offers a post-pedagogical image of universities. We explore two main purposes of university education: creating an educated public and preparing learners for their future careers. This exploration draws on philosophers Barnett, MacIntyre and Nussbaum. We then utilise a series of reports from The Foundation for Young Australians to offer insights into the changing nature of society, technology, and worklife. The evolution of models or theories of learning sets the scene for the framework for how to structure the (...) future university—a post-pedagogical learning institution in which educators are learning specialists, learners are engaged in meaningful and critical thinking, learning and acting. (shrink)

Although the context, such as the social policies or the professional world in mutation, highlights the emergence of a new professional project for educators of young children during their training period, the process of professionalization and the identity building involved during the training period will be more especially studied, in relation to the practical experience gathered during the internships (Wittorski, 2009). This experience awakes in the subject a reflection and a situation of identity building through the encounter and the (...) interactions with practical communities. While confronting with others, the student involves the realization, the self-continuity. Emotions and biographical facts are involved as well (Bourgeois et Barbier, 2006), thus maintaining the subject’s continuity and identity uniqueness through the perception of others. In this article, we will relate the process of professionalization and identity building to the concept of reliance, developed by Bolle de Bal (2003), within the scope of block-release training of educators of young children. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Narrative Symposium:Living Organ DonationLaura Altobelli, Sherri Bauman, Janice Flynn, Andy Heath, Joseph Jacobs, Tim Joos, Amy K. Lewensten, Donna L. Luebke, Sarah A. McDaniel, Donald Olenick, Laurie E Post, Vicky Young, Blake Adams, Anonymous One, Michael Sauls, Christine Wright, Shannon D. Wyatt, and Cara Yesawich• An Altruistic Living Donor’s Story• Surgery for the Soul• Kidney Donation Story• The Essence of Giving—A Transplant Story• Love—the Risk Worth Taking• (...) My Donation Journey• A Life For A Life: My Gift To My Dad• Lessons Learned: The Realities of Living Organ Donation• Sarah’s List Exchange Experience• Accelerated Living Donation• Liver Donor Nightmare• Adrift After Donation• Getting Our Child Off Dialysis• A Living Donor’s Journey• The Spare Kidney• Living Donors are People Too• The Gift of Life—Walking by Faith• Journey of an Altruistic, Non–designated Living DonorCopyright © 2012 The Johns Hopkins University Press... (shrink)

Physical fatigue negatively affects postural control, resulting in impaired balance performance in young and older adults. Similar effects on postural control can be observed for mental fatigue mainly in older adults. Controversial results exist for young adults. There is a void in the literature on the effects of fatigue on balance and cortical activity. Therefore, this study aimed to examine the acute effects of PF and MF on postural sway and cortical activity. Fifteen healthy young adults aged (...) 28 ± 3 years participated in this study. MF and PF protocols comprising of an all-out repeated sit-to-stand task and a computer-based attention network test, respectively, were applied in random order. Pre and post fatigue, cortical activity and postural sway were tested during a challenging bipedal balance board task. Absolute spectral power was calculated for theta, alpha-2, beta-1, and beta-2 in frontal, central, and parietal regions of interest and baseline-normalized. Inference statistics revealed a significant time-by-fatigue interaction for CoPd and CoPv, and a significant main effect of time for CoP variability. Post hoc analyses showed a significant increase in CoPd and CoPv following PF but not MF. For cortical activity, a significant time-by-fatigue interaction was found for relative alpha-2 power in parietal areas. Post hoc tests indicated larger alpha-2 power increases after PF compared to MF. In addition, changes in parietal alpha-2 power and measures of postural sway did not correlate significantly, irrespective of the applied fatigue protocol. No significant changes were found for the other frequency bands, irrespective of the fatigue protocol and ROI under investigation. Thus, the applied PF protocol resulted in increased postural sway and CoP variability accompanied by enhanced alpha-2 power in the parietal ROI while MF led to increased CoP variability and alpha-2 power in our sample of young adults. Potential underlying cortical mechanisms responsible for the greater increase in parietal alpha-2 power after PF were discussed but could not be clearly identified as cause. Therefore, further future research is needed to decipher alternative interpretations. (shrink)

Each year, many young professionals forego advanced education in the traditional doctoral programs of medicine, law, and philosophy in favor of pursuing a PhD or professional doctorate in bioethics or healthcare ethics that is offered by several major institutes of higher education across the United States. These graduates often leverage their degrees into careers within the broader field of bioethics. As such, they represent a growing percentage of professional bioethicists in both academia and healthcare nationwide. Given the significant role (...) that doctoral bioethics programs play in the training of future professional bioethicists, it is imperative that programs conferring bioethics degrees are attuned to the knowledge and skills students will need as they transition to professional positions, especially where this training substantially differs from more traditional doctoral degree tracks. Yet, even given this need, there is nothing in the professional literature regarding doctoral bioethics graduates’ perspectives or the overall efficacy of a bioethics doctorate as compared to more traditional doctoral degree tracks for future professional bioethicists. This paper then gives the perspective of five recent doctoral bioethics graduates on the utility of a bioethics doctorate and areas where the doctorate prepared or underprepared them in their roles as early-career professional bioethicists. (shrink)

The progress of social economy has created a better environment for the healthy development of young people, but the heavy schoolwork and life pressure have caused many students to ignore the scientific management of physical health. At this stage, people need a scientific physical health service system to help students understand their own health data, propose targeted exercise methods and health knowledge, and actively encourage and guide students to participate in physical exercise. The purpose of this article is to (...) cultivate students’ good self-exercise awareness and improve their physical fitness and health. To this end, this article has designed a smart health service system for young people. This article introduces the various service functions in the health management service system and explains in detail the entry, induction, and analysis of student physical health data in the system. The essence of the health intelligent service system is to provide students with targeted healthy exercise strategies through data analysis. This paper studies the health intervention plan of the health intelligent service system. From the experimental data, the improved particle swarm algorithm in this paper increases the effectiveness of the system in adolescent health data mining from 80.5% to 92.19%, which undoubtedly optimizes the system. It helps a lot. (shrink)

This study analysed the effects a values education programme can have on the feelings of self‐realisation, self‐concept and self‐esteem of Romany adolescents in southern Spain. To do this, an experimental group received a values education intervention but a control group did not. The intervention programme was adapted to the Romany culture. The self‐realisation, self‐concept and self‐esteem of both groups were evaluated using the Self‐Concept and Realisation Questionnaire. Statistical analyses showed the existence of significant differences between the experimental and control groups (...) on the variables studied. Based on the results, we suggest that a values education programme like this, that has been culturally adapted, can make a positive impact on the self‐realisation of young people from a marginalised community. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Narrative Symposium:Living Organ DonationLaura Altobelli, Sherri Bauman, Janice Flynn, Andy Heath, Joseph Jacobs, Tim Joos, Amy K. Lewensten, Donna L. Luebke, Sarah A. McDaniel, Donald Olenick, Laurie E Post, Vicky Young, Blake Adams, Anonymous One, Michael Sauls, Christine Wright, Shannon D. Wyatt, and Cara Yesawich• An Altruistic Living Donor’s Story• Surgery for the Soul• Kidney Donation Story• The Essence of Giving—A Transplant Story• Love—the Risk Worth Taking• (...) My Donation Journey• A Life For A Life: My Gift To My Dad• Lessons Learned: The Realities of Living Organ Donation• Sarah’s List Exchange Experience• Accelerated Living Donation• Liver Donor Nightmare• Adrift After Donation• Getting Our Child Off Dialysis• A Living Donor’s Journey• The Spare Kidney• Living Donors are People Too• The Gift of Life—Walking by Faith• Journey of an Altruistic, Non–designated Living DonorCopyright © 2012 The Johns Hopkins University Press... (shrink)

Some philosophers and segments of the public think age is relevant to healthcare priority-setting. One argument for this is based in equity: “Old” patients have had either more of a relevant good than “young” patients or enough of that good and so have weaker claims to treatment. This article first notes that some discussions of age-based priority that focus in this way on old and young patients exhibit an ambiguity between two claims: that patients classified as old should (...) have a low priority, and that patients classified as young should have high priority. The author next argues, drawing on a problem raised by Christine Overall, that equity cannot justify giving “old” patients low priority, since there is wide variety in the total lifetime experiences of older people, partly influenced by gender, race, class, and disability injustice. Finally, the author suggests that there might be a limited role for age-based prioritization in the context of infant and childhood death, since those who die in childhood are always and uncontroversially among the worst-off. (shrink)

This paper criticizes two accounts of the normativity of practical principles: the empiricist account and the rationalist or realist account. It argues against the empiricist view, focusing on the Humean texts that are usually taken to be its locus classicus. It then argues both against the dogmatic rationalist view, and for the Kantian view, through a discussion of Kant's own remarks about instrumental rationality in the second section of the Groundwork. It further argues that the instrumental principle cannot stand alone. (...) Unless there are normative principles directing us to the adoption of certain ends, there can be no requirement to take the means to our ends. The familiar view that the instrumental principle is the only requirement of practical reason is incoherent. (shrink)

1. Being an Animal Human beings are animals: phylum: chordata, class: mammalia, order: primates, family: hominids, species: homo sapiens, subspecies: homo sapiens sapiens. According to current scientific opinion, we evolved approximately 200,000 years ago in Africa from ancestors whom we share with the other great apes. What does it mean that we are animals? Scientifically speaking, an animal is essentially a complex, multicellular organism that feeds on other life forms. But what we share with the other animals is not just (...) a definition: it is a history – that is, it is a story – and a resulting set of attributes and circumstances, and an ecosystem, and a planet. What is the story? Living things are homeostatic systems – they maintain themselves through a process of nutrition that enables them to work constantly at replacing the fragile materials of which they are composed. Living things also work at reproducing, or contributing to the reproduction, of other living things that maintain themselves in essentially the same way. To engage in those activities is essentially what it means to be alive. And in order to engage in those activities, a living thing must be, in some way, responsive to conditions in its environment. Plants, for instance, respond to dryness, by growing deeper roots, or to sunshine, by turning their leaves in its direction. Even a unicellular organism is drawn to some things and recoils from others. (shrink)

After discussing de Sousa's view of emotion in akrasia, I suggest that emotions be viewed as nonconceptual perceptions of value (see Tappolet 2000). It follows that they can render intelligible actions which are contrary to one's better judgment. An emotion can make one's action intelligible even when that action is opposed by one's all-things-considered judgment. Moreover, an akratic action prompted by an emotion may be more rational than following one's better judgement, for it may be the judgement and not the (...) perception which is in error. By contrast, "cool" akrasia is genuinely puzzling; it is not clear whether it exists. (shrink)

In this paper, we consider the question of whether there exists an essential relation between emotions and wellbeing. We distinguish three ways in which emotions and wellbeing might be essentially related: constitutive, causal, and epistemic. We argue that, while there is some room for holding that emotions are constitutive ingredients of an individual’s wellbeing, all the attempts to characterise the causal and epistemic relations in an essentialist way are vulnerable to some important objections. We conclude that the causal and epistemic (...) relation between emotions and wellbeing is much less strong than is commonly thought. (shrink)

Christine Battersby rethinks questions of embodiment, essence, sameness and difference, self and "other", patriarchy and power. Using analyses of Kant, Adorno, Irigaray, Butler, Kierkegaard and Deleuze, she challenges those who argue that a feminist metaphysics is a a contradiction in terms. This book explores place for a metaphysics of fluidity in the current debates concerning postmodernism, feminism and identity politics.

With the increased use of Artificial Intelligence (AI) in wildlife conservation, issues around whether AI-based monitoring tools in wildlife conservation comply with standards regarding AI Ethics are on the rise. This review aims to summarise current debates and identify gaps as well as suggest future research by investigating (1) current AI Ethics and AI Ethics issues in wildlife conservation, (2) Initiatives Stakeholders in AI for wildlife conservation should consider integrating AI Ethics in wildlife conservation. We find that the existing literature (...) weakly focuses on AI Ethics and AI Ethics in wildlife conservation while at the same time ignores AI Ethics integration in AI systems for wildlife conservation. This paper formulates an ethically aligned AI system framework and discusses pre-eminent on-demand AI systems in wildlife conservation. The proposed framework uses agile software life cycle methodology to implement guidelines towards the ethical upgrade of any existing AI system or the development of any new ethically aligned AI system. The guidelines enforce, among others, the minimisation of intentional harm and bias, diversity in data collection, design compliance, auditing of all activities in the framework and ease of code inspection. This framework will inform AI developers, users, conservationists, and policymakers on what to consider when integrating AI Ethics into AI-based systems for wildlife conservation. (shrink)

In this paper, I develop a metasemantics for relaxed moral realism. More precisely, I argue that relaxed realists should be inferentialists about meaning and explain that the role of evaluative moral vocabulary is to organise and structure language exit transitions, much as the role of theoretical vocabulary is to organise and structure language entry transitions.

Weshalb ziehen das Komma bei Kant oder das Ausrufezeichen bei Foucault nicht dasselbe Interesse auf sich wie der Gedankenstrich bei Kleist oder die Auslassungspunkte bei Schnitzler? Entgegen der Selbstverständlichkeit literaturwissenschaftlicher Interpretation, der zufolge jedes Zeichen die Sinnkonstruktion eines Textes mitträgt, erfahren Satzzeichen in der philosophischen Auslegung wenig Aufmerksamkeit. Entlang einzelner Beispiele schärfen die Beiträge dieses Bandes den Blick für das philologische Detail und zeigen, wie Satzzeichen nicht nur an der Entfaltung des rhetorischen Repertoires philosophischer Textpraxis konstitutiv beteiligt sind. Das aufmerksame (...) Close Reading wird dabei für die philosophische Lektüre überraschend fruchtbar. (shrink)