Nurses facing impediments to what they perceive as moral practice may experience moral distress. The purpose of this descriptive, cross-sectional study was to determine similarities and differences in moral distress and avoidance behavior between critical care nurses and non-critical care nurses. Sixty-eight critical care and 28 non-critical care nurses completed the Moral Distress Scale and Impact of Event Scale (IES). There were no differences in moral distress scores ( F = 0.892, p = 0.347) or impact of event scores ( (...) F = 3.80, p = 0.054) between groups after adjusting for age. There was a small positive correlation between moral distress and avoidance behaviors for both the groups. Moral distress is present in both critical care and noncritical care nurses. It is important that nurses are provided with opportunities to cope with this distress and that retention strategies include ways to reduce suffering and mitigate the effects on professional practice. (shrink)

Background: The phenomenon of forceful physical restraint in pediatric care is an ethical issue because it confronts professionals with the dilemma of using force for the child’s best interest. This is a paradox. The perspective of healthcare professional working in pediatric wards needs further in-depth investigations. Purpose: To explore the perspectives and behaviors of healthcare professionals toward forceful physical restraint in pediatric care. Methods: This qualitative ethnographic study used focus groups with purposeful sampling. Thirty volunteer healthcare professionals (nurses, hospital aids, (...) physiotherapists, and health educators) were recruited in five pediatric facilities in four hospitals around Paris, France, from March to June 2013. The data were processed using NVIVO software (QSR International Ltd. 1999–2013). The data analysis followed a qualitative methodological process. Ethical Considerations: The research was conducted in compliance with the Declaration of Helsinki. Written informed consent was collected systematically from participants. Findings: This study provides elements to help understand why restraint remains common despite its contradiction with the duty to protect the child and the child’s rights. All participants considered the use of forceful physical restraint to be a frequent difficulty in pediatrics. Greater interest in the child’s health was systematically used to justify the use of force, with little consideration for contradictory or ethical aspects. Raising the issue of forceful restraint always triggered discomfort, unease and an outpour of emotions among healthcare professionals. The findings have highlighted a form of hierarchy of duties that give priority to the execution of the technical procedure and legitimize the use of restraint. Professionals seemed to temporarily suspend their ability to empathize in order to apply restraint to carry out a technical procedure. This observation has allowed us to suggest the concept of “transient empathic blindness.” Conclusion: Using physical restraint during pediatric care was considered a common problem by participants. This practice must be questioned, and professionals must have access to training to find alternatives to strong restraint. Conceptualizing this phenomenon with the concept of “transient empathic blindness” could help professionals understand what happens in their minds when using forceful restraint. (shrink)

Definitions Axioms Prop. I. Substance is by nature prior to its modifications Prop. II. Two substances, whose attributes are different, have nothing in common Prop III. Things, which have nothing in common, cannot be one the cause of the other Prop. IV. Two or more distinct things are distinguished one from the other either by the difference of the attributes of the substance, or by the differences of their modifications Prop. V. There cannot exist in the universe two or more (...) substances having the same nature or attribute Prop. VI. One substance cannot be produced by another substance Prop. VII. Existence belongs to the nature of substance Prop. VIII. Every substance is necessarily infinite Prop. IX. The more reality or being a thing has, the greater the number of its attributes Prop. X. Each particular attribute of the one substance must be conceived through itself Prop. XI. God, or substance consisting of infinite attributes, of which each expresses eternal and infinite essentiality, necessarily exists Prop. XII. No attribute of substance can be conceived, from which it would follow that substance can be divided Prop. XIII. Substance absolutely infinite is indivisible Prop. XIV. Besides God no substance can be granted or conceived Prop. XV. Whatsoever is, is in God, and without God nothing can be, or be conceived Prop. XVI. From the necessity of the divine nature must follow an infinite number of things in infinite ways--that is, all things which fall within the sphere of infinite intellect Prop. XVII. God acts solely by the laws of his own nature and is not constrained by anyone Prop. XVIII. God is the indwelling and not the transient cause of all things Prop. XIX. God and all the attributes of God are eternal Prop. XX. The existence of God and his essence are one and the same Prop. XXI. All things, which follow from the absolute nature of any attribute of God, must always exist and be infinite, or, in other words, are eternal and infinite through the said attribute Prop.. (shrink)

What does evaluation mean? This article examines the evaluative process as a practical judgment that links a situation to a set of values in order to decide upon a course of action. It starts by discussing A. Sen’s “relational” and “comparative” account of evaluation, built in critical dialogue with J. Rawls’ deductive theory. Comparison, incompleteness, reality, and deliberation are the key principles of Sen’s approach, which, in some respects, echoes that of J. Dewey. The second part shows the relevance of (...) completing Sen’s approach with Dewey’s pragmatism, since Dewey’s emphasis on practical judgment is a useful counterbalance to Sen’s focus on evaluation as a cognitive process. Dewey introduces a shift from values to valuation and draws a distinction between prizing and appraising, which makes the logic of inquiry and the search for consistency between means and ends in a given situation the fulcrum of evaluation. The third part of this paper addresses the relationship between values and norms in evaluative processes. Neither Sen nor Dewey deals with this question in a systematic way, although norms, which are both similar and different from values, contribute to frame evaluations in different ways: as horizons, resources, or constrains. Bringing norms into the picture means completing the pragmatist account with an institutionalist perspective, as we suggest through the example of the evaluation of work. (shrink)

A text for normal schools and teachers' colleges.

The “gift exchange theory” articulated by Marcel Mauss, along with his core concept of a threefold obligation, is the dominant theoretical framework used to explain the majority of gift issues in marketing. This perspective assumes that some interest always lies behind gifts, such that a gift always implies a counterpart of receiving something in return. Despite the relevance of this approach in understanding the day-to-day consumer behavior, this paper presents empirical cases where the consumer is also able to give freely, (...) that is to say without implying a counterpart or even expecting it. To explain those empirical cases, we mobilize a key teaching of the Catholic Church: the “gratuitous gift” and then introduce the concept of the “need to give.” We show that gratuitousness is a relevant concept to understand most of gifts made by consumers, and we develop the normative aspect of gratuitous gift for ethical marketers. We also show that Catholic Social Teaching offers an appropriate anthropology to understand consumer behaviors motivated by this need for gratuitousness. To conclude, we propose further avenues of research. (shrink)

This article deals with English causal subordinate clauses introduced by since or as. Both these markers may convey different meanings according to contextual variations, and can express temporal relations, from which their causal value is derived. The semantic closeness between as and since whenever they express a causal relation makes it necessary to harvest a large number of attested examples in order to compare and contrast them. The recourse to large on-line corpora such as the British National Corpus gives rise (...) to specific practical difficulties, however, especially as far as as is concerned; because of the high frequency of the subordinators in question, one is confronted to thousands of examples, few of which turn out to have a clear causal value in the case of as, hence the recourse to other means in order to make up a large enough corpus of examples.The concept of presupposition is examined, as it has often been argued that causal since subordinates, unlike as subordinates, introduce a presupposed content. But when confronted to a large number of examples, this criterion falls short of accounting for the subtle differences between the two conjunctions. A more theoretical approach is required; thanks to the tools provided by A. Culioli’s Theory of Enunciative and Predicative Operations, it becomes possible to formalise the hypothesis that a since causal relationship is presented as unproblematic and is addressee-oriented, whereas an as causal relationship is felt as unproblematic, and is speaker-oriented.This difference can be felt in the fact that it seems to be easier to find examples of causal as clauses in the press, while the causal use of since is more widespread in general, and does not seem to be specific to a genre in particular. In order to put this impression to the test, I have resorted to the multi-lingual parallel corpus Intercorp. (shrink)

Si Edith Stein est aujourd'hui connue pour son parcours exceptionnel d'intellectuelle allemande, née juive, devenue chrétienne et carmélite, morte à Auschwitz, ce livre entend combler un manque : celui d'une introduction générale à sa philosophie, et relever un double défi : rendre abordable une pensée réputée difficile, tout en montrant sa vigueur et son actualité, à travers l'approche renouvelée qu'elle propose de la notion d'âme.00Dans un XXe siècle où l'âme a été considérée comme une notion désuète, inappropriée même pour penser (...) l'humain, où la philosophie, les sciences humaines, et la théologie ont cru pouvoir s'en passer, Edith Stein montre au contraire que renoncer à l'âme, c'est s'empêcher de considérer certains aspects fondamentaux de la vie humaine.00À travers une démarche qui allie phénoménologie, métaphysique et mystique, et par ses talents descriptifs, elle nous rend attentifs à l'expérience vécue de l'âme, mais aussi au tragique d'une vie qui en est dénuée. Elle réveille ainsi en nous le désir de ce ± supplément d'âme?, qui donne à notre existence sa profondeur, sa vitalité, sa couleur et sa saveur... telle l'âme du violon qui, bien qu'à peine visible, assure l'unité de l'instrument et en déploie les résonances à tout le corps. (shrink)

El artículo trata del papel hermenéutico de Hch 9,4 en las enarrationes agustinianas, señalando que, por el lugar y función de esta obra, ese texto bíblico es una herramienta hermenéutica útil para entender toda la exposición agustiniana de los salmos.

Penser l’hospitalité, c’est avant tout enquêter sur les formations sémantiques qui ont présidé au concept et l’ont façonné. Suite à ces prolégomènes lexicographiques, une réflexion sur l’altérité en régime chrétien et son corollaire pratique, l’hospitalité, propose six pistes de questionnement : la question de l’universalité, de la réciprocité, de l’hospitalité dans sa dimension spécifiquement chrétienne, de l’altérité religieuse dans son vis-à-vis à l’identité chrétienne, de la responsabilité éthique et enfin de l’hospitalité monastique aujourd’hui en régime de post-modernité.

It is recognized that teachers’ beliefs system influence their teaching strategies (Buehl et Beck, 2014 ; Driel et al., 1998 ; OCDE, 2 0 14). Since these strategies might have consequences on student learning, success and motivation, it is crucial to better understand the nature of these beliefs. We have thus developed and validated a questionnaire to probe the beliefs held by science and technology (ST) teachers, as well as to eventually establish the links that these beliefs may have with (...) their students’ motivation toward ST. Based on other existing tools, our 30-items questionnaire was designed according to the three axes of the SOMA model (Legendre, 2005). A subsequent cluster analysis made it possible to group teachers (N = 25) into two clusters : the “subjective, resistant to technology and directive” on the one hand and the “objective, technophile and participative” on the other. Finally, we discuss the possible implications of these results for teacher education and in-service teacher development. (shrink)

In his Nicomachean Ethics’ commentary , Johannes Buridan, called by the historiography ‘the philosopher of freedom’, examines the problem of libertas from the individual and psychological point of view but also from the social and political point of view. The parisien master reconciles the both aspects of the concept by articulating liberty and sociality, freedom and friendship in a moral way of thinking.

Comment une école publique d’art en Grande Bretagne a-t-elle été créée, comment a-t-elle évolué au XIXe siècle et quelle fut sa place vis-à-vis de la Royal Academy of Arts? Quelles furent l’incidence et l’importance de l’économie politique utilitariste et plus particulièrement des écrits de J. Bentham sur le goût, l’éthique et l’utilité, dans le développement d’une institution subventionnée par l’État et destinée à l’éducation artistique de la nation? Quels furent les débats et les apories..

Edith Stein est l’une des premières phénoménologues formées à l’école de Husserl à s’intéresser à la question féminine, puisque sa réflexion sur le sujet remonte aux années 1928-1933, et précède donc d’une vingtaine d’années la publication du Deuxième sexe de Simone de Beauvoir. Or son rapport à la question féminine est complexe. Féministe militante lorsqu’elle est lycéenne et jeune étudiante à Breslau, elle perd tout intérêt pour la question à l’époque où elle rejoint Husserl à Göttingen, en...

La question du caractère opératoire du « territoire » se pose avec acuité en situation transfrontalière. Plusieurs formules institutionnelles et théoriques ont été explorées dans le cas du territoire franco-belge Lille-Kortrijk-Tournai, à l’urbanisation dense et polycentrique, pratiquée historiquement comme région de transit. D’abord, l’Eurométropole, premier Groupement européen de coopération transfrontalière, qui n’a finalement pas abouti à une vision intégrée. Ensuite, une réflexion sur la bio-région unifiée autour d’une vallée, d’une plaine ou d’un bassin permettant de transcender des limites administratives arbitraires. (...) Enfin, le modèle de la « ville horizontale », qui s’est concrétisé par le projet de Parc bleu autour des structures hydrographiques et une urbanisation continue qui s’étend de la Belgique à la Ruhr et la Randstad. L’enjeu est de vivre dans des systèmes territoriaux qui rassemblent, avec multiplicités et interdépendances. (shrink)

Loin de se cantonner à une aide exceptionnelle et d’urgence, l’aide alimentaire est devenue le moyen de se nourrir pour des milliers de personnes. Dans cet article, l’autrice ne s’intéresse pas seulement à la question de l’aide, mais à celle plus globale du système alimentaire, de la production à la distribution. Partie du don inconditionnel avec les Restos du Cœur, l’aide alimentaire s’est profondément éloignée de l’esprit Coluche empreint de partage et d’humanisme, pour aller vers une organisation à but économique (...) qui conduit à des violences alimentaires. Les bénéficiaires sont en effet assignés à une nourriture qu’ils n’ont pas choisie et qui heurte souvent leurs pratiques ou leur culture. Il s’agit pour les agro-industriels et distributeurs de faire des profits, spéculer sur le prix des denrées de base, recycler les produits invendables en « ramasses », profiter des subventions en denrées du Fonds social européen. Face à cette situation catastrophique, l’autrice jette les bases d’une Sécurité sociale alimentaire, universelle et répondant au droit à l’alimentation. (shrink)

Convenons, à la suite de Rastier (2001) notamment, que les textes sont l’objet de la linguistique. Un texte est entendu ici comme « une suite linguistique empirique attestée, produite dans une pratique sociale déterminée, et fixée sur un support quelconque » (Rastier, 2001 : 21), ce qui intègre pleinement diverses formes d’expression (orales comme écrites). Le corpus de textes est alors le terrain privilégié de l’observation de la langue. Lors de la collecte des données, lors de leur enregist...