This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic (...) and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this.;This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. &lsquoThe distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement&rsquo which could enable us to steer clear of &lsquoeducationally pernicious conclusions&rsquo . Carr succeeds in doing just this. (shrink)

Bu makale, Sözde-Aristoteles’in Risâletü’t-Tüffâha veya Kitâbü’t-Tüffâha’sını (Lat. Liber de Pomo) tarihçesi, muh- temel yazarı ve yazmaları itibarıyla incelemekte, içeriği hakkında genel bir bakış sunmakta ve daha önce tahkikli neşri yapılmamış olan Arapça tam versiyonunun tahkikli neşrini içermektedir. Tahkikte, risalenin orijinal Arapça versiyonuna en yakın yazma nüshası esas alınmış ve ikinci bir tam nüsha ile karşılaştırma yapılmıştır. Makalede Risâletü’t-Tüffâha’nın ilk olarak Kindî-çevresinde Arapça telif edildiği, ardından Bâtınî-İsmâilî ve Hermetik gelenek- lerde alımlandığı ve hikemiyât literatüründe ve tabakat eserlerinde dolaşıma girdiği öne sürülmektedir. (...) Bununla birlikte, bilimsellik vurguları ve risalenin sözde bir eser olduğuna dair farkındalıkları sebebiyle Meşşâî filozoflara göre Risâletü’t-Tüffâha makbul bir risale değildir. Ayrıca, İbrânî-Latin geleneğinin risaleye ilgisi felsefenin Yahudi ve Hıristiyan toplumlarında kabul görmesini kolaylaştıracak şekilde Aristoteles’in tüm eserlerini alımlamaya yönelik geniş çaplı gayretlerinin bir parçası olduğu için dikkate değerdir. Sonuç olarak, Sözde-Aristoteles’in Risâletü’t-Tüf- fâha’sı felsefeyle dinin uzlaştırılmasını kolaylaştıran dinî-felsefî bir eser olup İslâm, Yahudi ve Hıristiyan çevrelerde özellikle bu nedenden dolayı dolaşıma girmiştir. (shrink)

BackgroundThe emergence of artificial intelligence (AI) in medicine has prompted the development of numerous ethical guidelines, while the involvement of patients in the creation of these documents lags behind. As part of the European PROFID project we explore patient perspectives on the ethical implications of AI in care for patients at increased risk of sudden cardiac death (SCD).AimExplore perspectives of patients on the ethical use of AI, particularly in clinical decision-making regarding the implantation of an implantable cardioverter-defibrillator (ICD).MethodsSemi-structured, future scenario-based (...) interviews were conducted among patients who had either an ICD and/or a heart condition with increased risk of SCD in Germany (n = 9) and the Netherlands (n = 15). We used the principles of the European Commission’s Ethics Guidelines for Trustworthy AI to structure the interviews.ResultsSix themes arose from the interviews: the ability of AI to rectify human doctors’ limitations; the objectivity of data; whether AI can serve as second opinion; AI explainability and patient trust; the importance of the ‘human touch’; and the personalization of care. Overall, our results reveal a strong desire among patients for more personalized and patient-centered care in the context of ICD implantation. Participants in our study express significant concerns about the further loss of the ‘human touch’ in healthcare when AI is introduced in clinical settings. They believe that this aspect of care is currently inadequately recognized in clinical practice. Participants attribute to doctors the responsibility of evaluating AI recommendations for clinical relevance and aligning them with patients’ individual contexts and values, in consultation with the patient.ConclusionThe ‘human touch’ patients exclusively ascribe to human medical practitioners extends beyond sympathy and kindness, and has clinical relevance in medical decision-making. Because this cannot be replaced by AI, we suggest that normative research into the ‘right to a human doctor’ is needed. Furthermore, policies on patient-centered AI integration in clinical practice should encompass the ethics of everyday practice rather than only principle-based ethics. We suggest that an empirical ethics approach grounded in ethnographic research is exceptionally well-suited to pave the way forward. (shrink)

In this paper, we analyze some of the policies implemented by Mexico, a country that has not pursued a total lockdown, although it has implemented different partial confinement policies. Such approach to the confinement has been criticized by some authors as morally inappropriate. Our focus is to show that cultural, political and economic conditions shape the governmental response to the pandemic. While these can be judged on the basis of their efficiency, it seems to us that underlying principles are also (...) ethically acceptable. (shrink)

Developments in medical big data analytics may bring societal benefits but are also challenging privacy and other ethical values. At the same time, an overly restrictive data protection regime can form a serious threat to valuable observational studies. Discussions about whether data privacy or data solidarity should be the foundational value of research policies, have remained unresolved. We add to this debate with an empirically informed ethical analysis. First, experiences with the implementation of the General Data Protection Regulation (GDPR) within (...) a European research consortium demonstrate a gap between the aims of the regulation and its effects in practice. Namely, strictly formalised data protection requirements may cause routinisation among researchers instead of substantive ethical reflection, and may crowd out trust between actors in the health data research ecosystem; while harmonisation across Europe and data sharing between countries is hampered by different interpretations of the law, which partly stem from different views about ethical values. Then, building on these observations, we use theory to argue that the concept of trust provides an escape from the privacy-solidarity debate. Lastly, the paper details three aspects of trust that can help to create a responsible research environment and to mitigate the encountered challenges: trust as multi-agent concept; trust as a rational and democratic value; and trust as method for priority setting. Mutual cooperation in research—among researchers and with data subjects—is grounded in trust, which should be more explicitly recognised in the governance of health data research. (shrink)

Cet article est un récit analytique basé sur des témoignages primaires concernant le Mouvement des Académies Solidaires qui a émergé à la suite des purges des Académiciens de la Paix en Turquie. Il examine le Mouvement sous l’angle de la signification et de la possibilité d’une subjectivité académique révolutionnaire, montre son originalité académique et organisationnelle, et analyse son déclin face aux problèmes auxquels il est confronté. Les Académies Solidaires, en tant qu’initiatives radicales qui transcendent la légalité existante, ont créé des (...) environnements de connaissance et d’apprentissage en commun, mais elles ont régressé parce qu’elles n’ont pas pu transformer cette expérience en un projet capable de résoudre les problèmes d’organisation interne et de relation avec l’environnement social. (shrink)

This paper analyses the use of strategies and instruments for organising ethics by small and large business in the Netherlands. We find that large firms mostly prefer an integrity strategy to foster ethical behaviour in the organisation, whereas small enterprises prefer a dialogue strategy. Both large and small firms make least use of a compliance strategy that focuses on controlling and sanctioning the ethical behaviour of workers. The size of the business is found to have a positive impact on the (...) use of several instruments, like code of conduct, ISO certification, social reporting, social handbook and confidential person. Also being a subsidiary of a larger firm has a significant positive influence on the use of instruments. The most popular instrument used by small firms is to let one member of the board be answerable for ethical questions, which fits the informal culture of most small firms. With respect to sectorial differences, we find that firms in the metal manufacturing and construction sectors are more actively using formal instruments than firms in the financial service sector and retail sector. The distinction between family and non-family firms hardly affects the use of instruments. (shrink)

Nineteenth-century optical toys that showcase illusions of motion such as the phenakistoscope, zoetrope, and praxinoscope, have enjoyed active “afterlives” in the twentieth and twenty-first centuries. Contemporary incarnations of the zoetrope are frequently found in the realms of fine art and advertising, and they are often much larger than their nineteenth-century counterparts. This article argues that modern-day optical toys are able to conjure feelings of wonder and spectacle equivalent to their nineteenth-century antecedents because of their adjustment in scale. Exploring a range (...) of contemporary philosophical toys found in arts, entertainment, and advertising contexts, the article discusses various technical adjustments made to successfully “scale up” optical toys, including the replacement of hand-spun mechanisms with larger sources of motion and the use of various means such as architectural features and stroboscopic lights to replace traditional shutter mechanisms such as the zoetrope’s dark slots. Critical consideration of scale as a central feature of these installations reconfigures the relationship between audience and device. Large-scale adaptations of optical toys revise the traditional conception of the user, who is able to tactilely manipulate and interact with the apparatus, instead positing a viewer who has less control over the illusion’s operation and is instead a captive audience surrounded by the animation. It is primarily through their adaptation of scale that contemporary zoetropes successfully elicit wonder as scientific spectacles from their audiences today. (shrink)

As Cohen (2023) describes, the discourse around ChatGPT has been focused on potential risks while AI-based chatbots could also positively empower patients. There are other potential benefits to Cha...

In this article, Herrie and Sørensen examine the mediation of typing indicators (“…”) in online messaging. Their point of departure is a scene from the contemporary novel _Exciting Times_ by Naoise Dolan (2020), in which the ‘dots’ play a prominent role. Their analysis shows how typing indicators, as interface design, mediate the complex communication situation in which they take part: from being mere signals, they have slipped into our emotional lives. From a semiotic perspective (Charles S. Peirce), the authors define (...) typing indicators as _uncertain indices_ which through unknowability and suspense establish an attentional presence. In continuation hereof, the authors argue that the acts of writing and waiting in contemporary attentional ecologies (Yves Citton) through the mediation of typing indicators as indicators of attentional presence, could be considered a mode of caring (Bernard Stiegler). (shrink)

In this article, we use the theory of Information Ethics to argue that deceased people have a prima facie moral right to privacy in the context of health data research, and that this should be reflected in regulation and guidelines. After death, people are no longer biological subjects but continue to exist as informational entities which can still be harmed/damaged. We find that while the instrumental value of recognising post-mortem privacy lies in the preservation of the social contract for health (...) research, its intrinsic value is grounded in respect for the dignity of the post-mortem informational entity. However, existing guidance on post-mortem data protection is available only in the context of genetic studies. In comparing the characteristics of genetic data and other health-related data, we identify two features of DNA often given as arguments for this genetic exceptionalism: relationality and embodiment. We use these concepts to show that at the appropriate Level of Abstraction, there is no morally relevant distinction between posthumous genetic and other health data. Thus, genetic data should not automatically receive special moral status after death. Instead we make a plea for ‘contextual exceptionalism’. Our analysis concludes by reflecting on a real-world case and providing suggestions for contextual factors that researchers and oversight bodies should take into account when designing and evaluating research projects with health data from deceased subjects. (shrink)

Cluster growth models are utilized for a wide range of scientific and engineering applications, including modeling epidemics and the dynamics of liquid propagation in porous media. Invasion percolation is a stochastic branching process in which a network of sites is getting occupied that leads to the formation of clusters. The occupation of sites is governed by their resistance distribution; the invasion annexes the sites with the least resistance. An iterative cluster growth model is considered for computing the expected size and (...) perimeter of the growing cluster. A necessary ingredient of the model is the description of the mean perimeter as the function of the cluster size. We propose such a relationship for the site square lattice. The proposed model exhibits the expected phase transition of percolation models, i.e., it diverges at the percolation threshold p c. We describe an application for the porosimetry percolation model. The calculations of the cluster growth model compare well with simulation results. (shrink)

Effectiveness of implementation of any educational innovations can not be complete without considering their cost, expense, return and so on. In the modern pedagogical discourse issue concerning those processes is covered by the concept of economic of education. As for the economic aspects of education informatization it mainly refers to the introduction of efficiency in the educational sphere of computer technology, information and multimedia technologies, software and more. In the article the substantive examination review of forming and development of economy (...) of education in a globalizing world is proposed. (shrink)

The present study was designed to verify hypothesized predictor effects for five anger-related variables, i.e. trait anger, anger expression-out, anger expression-in, anger control-out, and anger-control-in. A sample of 138 students completed measures for FFM personality traits, self-esteem, shyness, and anger. The study confirmed the effects of neuroticism and agreeableness as being the chief personality predictors of anger; however, for the domain of anger expression-in, an unexpected role of extraversion was revealed. Furthermore, introducing self-esteem and shyness changed some effects of FFM (...) traits. Entering self-esteem as an additional predictor improved the predictability of anger control-in. Additionally, a mediation effect of shyness was revealed for the relation between extraversion and anger expression-in. (shrink)

Views of Sir Muhammad Iqbal, 1877-1938 on education.