In this study, we analyse the public perception of military AI in Estonia, a techno-optimistic country with high support for science and technology. This study involved quantitative survey data from 2021 on the public’s attitudes towards AI-based technology in general, and AI in developing and using weaponised unmanned ground systems (UGS) in particular. UGS are a technology that has been tested in militaries in recent years with the expectation of increasing effectiveness and saving manpower in dangerous military tasks. However, developing (...) weaponised systems often raises questions about their safety and accountability. While there have been public debates about the possible outcomes of AI-based civilian technologies like self-driving cars, equivalent discussions have not been held about military technologies. A discourse on potentially sensitive technologies can diminish biased representations and the distribution of worst-case scenarios. The results of this study reveal that an overall positive attitude towards AI-driven technologies is related to a positive perception of military AI systems. However, trustworthiness and human control are the main aspects that are expected from military technologies. (shrink)

While research ethics and developing respective competencies is gaining prominence in higher education institutions, there is limited knowledge about the learning process and scaffolding during such training. The global health crisis has made the need for facilitator-independent training materials with sufficient support even more pronounced. To understand how knowledge building takes place and how computer-supported collaborative learning supports research ethics learning, we analysed: 1) how the participants’ understanding was displayed during the collaborative learning process utilising the developed ethics resource; and (...) 2) whether the scaffolding provided by the resource supported the learning process. Epistemic evidence was collected during design-based research involving 36 PhD students and researchers with supervisory experience divided into 11 groups. Data was analysed qualitatively utilising the SOLO taxonomy. The results revealed that: 1) participants displayed high levels of understanding and the need for the facilitator support decreased with the use of the online ethics resource; 2) the learners were able to evaluate their learning outcomes with satisfactory accuracy; 3) when used linearly, the online ethics resource helped learners to achieve high levels of understanding even when the scaffolding gradually faded. Based on the lessons learnt, design principles were extracted to develop research ethics competencies in higher education, and also recommendations for research ethics training were outlined. (shrink)

The increasing concern about ethics and integrity in research communities has brought attention to how students and junior academics can be trained on this regard. Moreover, it is known that ethical behaviour and integrity not only involve individual but also group norms and considerations. Thus, through action research and participant observation, this research investigates the learning processes through which 64 students collaboratively develop research ethics and integrity competencies. The aim was to understand how bachelor, master and PhD students approach ethical (...) dilemma cases through a collaborative process. The data consisted of recorded group work on ethics cases, student group reports, and post-training questionnaires. Later, the analyses considered groups as the unit of analysis. These data were analysed through content analysis utilizing the SOLO taxonomy to identify levels of understanding and assess evolvement of ethical sensitivity during a case-based training session. The results show that all groups reached the level of understanding where the groups demonstrated that concepts had been understood appropriately, but occasionally struggled to make connections between them. Students perceived working collaboratively as beneficial. The results help teachers of research ethics and integrity to make pedagogically justified choices in their teaching. Drawing on the results of this study, we propose a tool for the formative assessment of student learning of research ethics and integrity. (shrink)

Affective aspects of a stimulus can be processed rapidly and before cognitive attribution, acting much earlier for verbal stimuli than previously considered. Aimed for specific mechanisms, event-related brain potentials (ERPs), expressed in facial expressions or word meaning and evoked by six basic emotions – anger, disgust, fear, happy, sad, and surprise – relative to emotionally neutral stimuli were analysed in a sample of 116 participants. Brain responses in the occipital and left temporal regions elicited by the sadness in facial expressions (...) or words were indistinguishable from responses evoked by neutral faces or words. Confirming previous findings, facial fear elicited an early and strong posterior negativity. Instead of expected parietal positivity, both the happy faces and words produced significantly more negative responses compared to neutral. Surprise in facial expressions and words elicited a strong early response in the left temporal cortex, which could be a signature of appraisal. The results of this study are consistent with the view that both types of affective stimuli, facial emotions and word meaning, set off rapid processing and responses occur very early in the processing stage. (shrink)

As development of research ethics competencies is in the focus in higher education institutions, it is crucial to understand how to support the learning process during such training. While there is plenty of research on how to scaffold children’s learning of cognitive skills, there is limited knowledge on how to enhance collaborative case-based learning of research ethics competencies in HE contexts. Our aim was to identify whether, how and when scaffolding is needed with various expertise levels to support development of (...) ethics competencies. To identify and evaluate scaffolding during collaborative case-based ethics training we synthesised a scaffolding framework consisting of three levels: techniques, mechanisms and process. We organised 5 training sessions where 46 participants were involved. Data was collected as part of action research from group-work recordings and transcribed verbatim. Deductive qualitative analysis was implemented on transcripts based on the scaffolding framework. Our analysis revealed that structural scaffolding alone is not always efficient with bachelor level students, they also require oral scaffolding when the need becomes apparent. Master’s level students benefited most from wording the issues they needed to focus on. Doctoral students and senior academics needed scaffolding to maintain goal orientation. We end our article with some recommendations for facilitators of ethics education, and encourage using the scaffolding framework also in complex problem-solving beyond ethics training. (shrink)

Stoffregen & Bardy's proposal that perceptual systems can use information defined across two or more sensory domains is valuable and urgent in its own right. However, their claim of exclusive validity for global-array information is superfluous and perpetuated for incorrect reasons. The seeming ambiguities of individual arrays emanate from failures to consider relevant ecological constraints and higher-order variables.

Similar to visual perception, auditory perception also has a clearly described “pop-out” effect, where an element with some extra feature is easier to detect among elements without an extra feature. This phenomenon is better known as auditory perceptual asymmetry. We investigated such asymmetry between shorter or longer duration, and level or falling of pitch of linguistic stimuli that carry a meaning in one language, but not in another. For the mismatch negativity experiment, we created four different types of stimuli by (...) modifying the duration of the first vowel [ɑ] and pitch contour of the stimuli words. The stimuli were synthesized from Estonian words and follow the Estonian language three-way quantity system, which incorporates tonal features together with temporal patterns. This made the meaning of the word dependent on the combination of both features and allows us to compare the relative contribution of duration and pitch contour in discrimination of language stimuli in the brain via MMN generation. The participants of the experiment were 12 Russian native speakers with little or no experience in Estonian and living in Estonia short-term, and 12 Estonian native speakers. We found that participants’ perception of the linguistic stimuli differed not only according to the physical features but also according to their native language, confirming that the meaning of the word interferes with the early automatic processing of phonological features. The GAMM and ANOVA analysis of the reversed design results showed that the deviant with longer duration among shorter standards elicited a MMN response with greater amplitude than the short deviant among long standards, while changes in pitch contour produced neither strong MMN nor asymmetry. Thus, we demonstrate the effect of language background on asymmetric perception of linguistic stimuli that aligns with those of previous studies, and contributes to the growing body of knowledge supporting auditory perceptual asymmetry. (shrink)

The views of the Enlightenment in European countries are in general well known, while the attempts to introduce the Enlightenment to countries in the periphery of Europe, like Greece, are not known in the same degree. How did the scientific revolution migrate to the Greek‐speaking regions occupied by the Ottoman Empire? How did the Greeks accept the truly revolutionary ideas of the French Revolution and liberalism? What were the reactions of the conservative Greek Orthodox Church and who sacrificed their lives (...) in the cause of their ideas? Theophilos Kairis (1784–1853), a scholar, philosopher, and priest, was the tragic victim of clerical bigotry. The creator of Theosebism in Greece, Kairis suffered the tragic end reserved by fate for those who, being pioneers, tried to introduce to Greece the liberal ideas of Western Europe and the Enlightenment. (shrink)

Die Besiedlung hyperhaliner Gewässer ist nur den Tieren möglich, die eine ausgeprägte Osmoregulation haben. In einem kurzen Überblick über die wichtigsten Ionenwirkungen wird die Bedeutung der einzelnen Ionen auf die Osmoregulation dargelegt. Dabei wird vor allem auf die Wirkung der gemeinsamen Einwirkung mehrerer Ionen hingewiesen. Im ökologischen Teil wird auf die Besiedlungsbedingungen hyperhaliner Gewässer und die im Freiland beobachtete Verteilung der Organismen in Gewässern mit “unbalanziertem Ionenmilieu” eingegangen. Um die an derartige Ionenverhältnisse gebundenen Tiere und ihre Lebensbedingungen zu charakterisieren wird (...) der Ausdruck “Kairie” vorgeschlagen und diskutiert, der eine Erweiterung des Rapie-Begriffes vonPora darstellt. Ein stenokairischer Organismus stellt sehr enge Bedingungen an die ionale Zusammensetzung des Aussenmilieus, ein eurykairischer Organismus vermag Gewässer verschiedenster ionaler Zusammensetzung zu besiedeln. (shrink)

What does it mean to treat people as equals when the legacies of feudalism, religious persecution, authoritarian and oligarchic government have shaped the landscape within which we must construct something better? This question has come to dominate much constitutional practice as well as philosophical inquiry in the past 50 years. The combination of Second Wave Feminism with the continuing struggle for racial equality in the 1970s brought into sharp relief the variety of ways in which people can be treated unequally, (...) while respecting the formalities of constitutional government. Most obviously, the content of laws can mistreat them by wrongfully assuming that they are either threats to others, or that, like children, they need to be protected from harm through paternalistic limitations on their freedom of action. Or, as those concerned with class inequality have long noted, formal equality can create legal requirements, permissions, and prohibitions whose burdens fall predictably, and often solely, on groups who are already marginalised, and most in need of state protection. (Kairys, David 1990) Above all, what these two great political movements made plain, is that a concern for group inequality and, specifically, group injustice must figure in the formulation and adjudication of individual rights, if legal protections for equality are adequately to combat the causes of inequality. Getting to grips with that challenge, it became obvious, required going beyond the familiar analyses of inequality inherited from Liberalism and Marxism, given the many different ways in which people can be equal or unequal.(Hackett and Haslanger 2006, 3 - 15) In the first part of this chapter, I will seek to illustrate these claims, by focusing on efforts to reframe the theory and practice of constitutional equality given demands for sexual and racial equality. I will then show that analytic philosophy has also come to recognise the various non-reducible dimensions of equality in ways that reinforce the claims of critical legal theory, even as philosophers highlight their disconcerting consequences. If equality has multiple irreducible dimensions, conflicts between the legitimate demands of equality are unavoidable features of law and politics, even in the best possible world, and are likely to be particularly painful when set against a background of historical injustice. The chapter concludes with the challenges to democratic constitutionalism, and the scope for constructive responses to those challenges, which the rapprochement between critical and analytic thinking on equality suggests. (shrink)

In Caribbean literature, being gazed upon is often part of a larger design of imperial governance, conquest and appropriation, where surveillance is constant and omnipresent, particularly in texts that centre on life on the plantation or are set within the colonial house itself. In his first novel Witchbroom, Trinidadian writer Lawrence Scott presents a family saga through the eyes of the family’s last surviving member, Lavren, a hermaphrodite, trickster-narrator who travels through time to write down the record of his/herstory. To (...) tell his/her ‘Carnival Tales’, the narrator sets the scene in the houses of Kairi, in which the turret room features prominently. The room’s shape, location and the vantage point it offers to its privileged entrants allows them to have eyes on everything that goes on on the family estate and to record events accordingly. But the turret room also serves as a place of gendered confinement and seclusion replete with blind spots that the trickster-narrator–or, perhaps, the implied author?–will expose through his/her own supervisory gaze. As such, this contribution proposes to analyse the turret room as a complex and somewhat paradoxical site where scopic power serves at once to hide and reveal, and as a space that concomitantly functions as a ‘heterotopia of deviation’. By focusing on the carnivalesque, metafictional dimensions of the novel more particularly, the article will ultimately seek to examine iterations of authorial control and reader manipulation as literary reassessments of panopticism. (shrink)