Online tools are increasingly being used by students to cheat. File-sharing and homework-helper websites offer to aid students in their studies, but are vulnerable to misuse, and are increasingly reported as a major source of academic misconduct. Chegg.com is the largest such website. Despite this, there is little public information about the use of Chegg as a cheating tool. This is a critical omission, as for institutions to effectively tackle this threat, they must have a sophisticated understanding of their use. (...) To address this gap, this work reports on a comprehensive audit of Chegg usage conducted within an Australian university engineering school. We provide a detailed analysis of the growth of Chegg, its use within an Australian university engineering school, and the wait time to receive solutions. Alarmingly, we found over half of audit units had cheating content on Chegg is broadly used to cheat and 50% of questions asked on Chegg are answered within 1.5 h. This makes Chegg an appealing tool for academic misconduct in both assignment tasks and online exams. We further investigate the growth of Chegg and show its use is above pre-pandemic levels. This work provides valuable insights to educators and institutions looking to improve the integrity of their courses through assessment and policy development. Finally, to better understand and tackle this form of misconduct, we call on education institutions to be more transparent in reporting misconduct data and for homework-helper websites to improve defences against misuse. (shrink)

In seiner letzten Schrift unternimmt Husserl den Versuch, auf dem Wege einer teleologisch-historischen Besinnung auf die Ursprünge unserer kritischen wissenschaftlichen und philosophischen Situation die Notwendigkeit einer transzendentalphänomenologischen Umwendung der Philosophie zu begründen. Er geht von seinem Begriff der "Lebenswelt" aus und entwickelt eine auf diesen Zentralbegriff seiner Spätphilosophie gegründete eigenständige Einleitung in die transzendentale Phänomenologie.

What produces emotions? Why do we have emotions? How do we have emotions? Why do emotional states feel like something? This book considers these questions, going beyond examining brain mechanisms of emotion, by proposing a theory of what emotions are, and an evolutionary, Darwinian, theory of the adaptive value of emotion.

This is a book about how politics, government - and much else - needs to change in response to the transition from the Holocene to the Anthropocene, the emerging epoch of human-induced instability in the Earth system and its life-support capacities.

Memory, attention, and decision-making are three major areas of cognitive neuroscience. They are however frequently studied in isolation, using a range of models to understand them. This book brings a unified approach to understanding these three processes, showing how these fundamental functions can be understood in a common and unifying framework.

THE TEXT In the summer semester of 1925 in Freiburg, Edmund Husserl delivered a lecture course on phenomenological psychology, in 1926127 a course on the possibility of an intentional psychology, and in 1928 a course entitled "Intentional Psychology. " In preparing the critical edition of Phiinomeno logische Psychologie (Husserliana IX), I Walter Biemel presented the entire 1925 course as the main text and included as supplements significant excerpts from the two subsequent courses along with pertinent selections from various research (...) manuscripts of Husserl. He also included as larger supplementary texts the final version and two of the three earlier drafts of Husserl's Encyclopedia Britannica article, "Phenomenology"2 (with critical comments and a proposed formulation of the Introduction and Part I of the second draft by Martin Heidegger3), and the text of Husserl's Amsterdam lecture, "Phenomenological Psychology," which was a further revision of the Britannica article. Only the main text of the 1925 lecture course (Husserliana IX, 1-234) is translated here. In preparing the German text for publication, Walter Biemel took as his basis Husserl's original lecture notes (handwritten in shorthand and I Hague: Nijhoff, 1962, 1968. The second impression, 1968, corrects a number of printing mistakes which occur in the 1962 impression. 2 English translation by Richard E. Palmer in Journal o{ the British Society {or Phenomenology, II (1971), 77-90. 3 Heidegger's part of the second draft is available in English as Martin Heidegger, "The Idea of Phenomenology," tr. John N. Deely and Joseph A. (shrink)

This textbook is intended for ethics courses in engineering and science. It can be used either in a one-credit-hour semester course or as a set of drop-in modules in a core engineering or science course. The text avoids a detailed treatment of the ins and outs of philsophical ethics - a complex subject not needed for most ethical judgements. The approach to ethical problem solving used is one that focuses on analysing the consequences rather than rules to be obey in (...) making decisions. An Instructor's Manual will be available; it will offer a set of "cookbook" lectures to greatly reduce preparation time. (shrink)

Husserls Studien zum inneren Zeitbewusstsein bilden in ihrer chronologischen Folge sachlich und historisch entscheidende Teilschritte auf dem Weg zur Grundlegung der Phänomenologie. In Ergänzung zu der berühmten Erstedition des Textes der von Edith Stein redigierten Vorlesungen zur Phänomenologie des inneren Zeitbewußtseins, die Martin Heidegger 1928 im Jahrbuch für Philosophie und phänomenologische Forschung herausgab, bieten die hier nach den originalen Manuskripten aus dem Nachlass versammelten Texte aus den Jahren 1893–1917 die Möglichkeit, die Fortschritte Husserls in der Analyse des Zeitbewusstseins auch in (...) aller Strenge methodisch nachzuvollziehen. Im Unterschied zu der ersten Ausgabe dieser Texte in der Philosophischen Bibliothek von 1985 (PhB 362), die sich auf die Präsentation der aus dem Nachlass edierten Texte beschränkte, enthält diese Neuausgabe nun auch den von Edith Stein redigierten Text von 1928, der auf Manuskripten zu einer Göttinger Vorlesung im Wintersemester 1904/05 und ausgewählten Nachträgen bis zum Jahre 1910 beruht und seinerzeit große Beachtung fand, in manchen Teilen aber ohne die Hinzuziehung der Texte aus dem Nachlass nicht hinreichend transparent wird und seine Theorie in wesentlichen Punkten sogar als widersprüchlich erscheinen lässt. Eine fruchtbare Auseinandersetzung mit dieser Theorie muss sich daher im besonderen Maße auf die hier edierten ergänzenden Manuskripte stützen. (shrink)

This article discusses a case in this issue of The Journal of Clinical Ethics by McCrary and colleagues, “Elective Delivery Before 39 Weeks’ Gestation Reconciling Maternal, Fetal, and Family Circumstances,” in which parents asked the medical team to deliver their fetus “early.” The author discusses (1) the importance that parents have to a child when they are able to love the child, and how important it is for decision makers to consider this; (2) exceptional approaches that may enable parents to (...) “change their minds”; and (3) substantive and procedural innovations that may help to prevent clinicians’ views from playing too big a role and/or being arbitrary. The author concludes by describing how he felt when reading the case and uses this to illustrate how clinicians may benefit by assessing their feelings. (shrink)

Auguste Comte's doctrine of positivism was both a philosophy of science and a political philosophy designed to organize a new, secular, stable society based on positive or scientific, ideas, rather than the theological dogmas and metaphysical speculations associated with the ancien regime. This volume offers the most comprehensive English-language overview of Auguste Comte's philosophy, the relation of his work to the sciences of his day, and the extensive, continuing impact of his thinking on philosophy and especially secular political movements in (...) Europe, Latin America, and Asia. Contributors consider Comte's reasons for establishing a Religion of Humanity as well as his views on domestic life and the arts in his positivist utopia. The volume further details Comte's attempt to apply his "positive method," first to social science and then to politics and morality, thereby defending the continuity of his career while also critically examining the limits of his approach. (shrink)

Peterson, Karlawish and Largent offer a defense of supported decision making in health care for people with dynamic and diminishing capacity. They are to be warmly commended for bringing sup...

There are many calls for a definitions personhood, but also many logical and Wittgensteinian reasons to think fulfilling this is unimportant or impossible. I argue that we can consider many contexts as language-games and consider the person as the key player in each. We can then examine the attributes, presuppositions and implications of personhood in those contexts. I use law and therapeutic psychology as two examples of such contexts or language-games. Each correlates with one of the classic “theories” of ethics-deontology (...) and consequentialism. But each is a large enough cluster to consider them as paradigms in a sense related to Thomas Kuhn's notion in The Structure of Scientific Revolutions. Showing the presuppositions about and “takes” on personhood together with the connections involved in the paradigms deepens the dilemmas we already know to be present. (shrink)

This book offers an excellent survey of various macroeconomic topics that feature prominently in the research agenda and have inspired both theoretical and policy debate. The book presents an authoritative and comprehensive summary and original critique of macroeconomic approaches by a scholar whose own contribution to the field is considerable.

It is surprising that contemporary philosophers of education have paid so little attention to the question of what kinds of things can and cannot be taught. That this question is central in the history of the subject, beginning with the Meno, need not, I think, be argued. Neither should it be necessary to argue that it is logically prior to such large questions as those concerning the aims of education, or the definition of the teacher, or the relationship between democracy (...) and education, or the place of education in nature, or, more modestly, in culture. How one could begin to answer such questions without first exploring the boundary between the teachable and the non-teachable is far from clear. (shrink)

Au début du mois d'août 1934, Husserl fut invité par Emanuel Radl à prendre part au huitième Congrès international de philosophie qui devait se tenir à Prague du 2 au 7 septembre de la même année. La situation politique allemande interdisait que Husserl et d'autres philosophes se rendissent à l'étranger, aussi Radl demanda-t-il à Husserl de lui envoyer une communication épistolaire destinée à être lue lors des débats. Husserl rédigea donc une lettre, la « Lettre pragoise » — qu'on lut (...) en séance et qui fut publiée d'abord dans le quotidien Prager Tageblatt, puis dans les Actes du colloque² —, mais, outre cela, un texte plus long consacré au même thème : la tâche actuelle de la philosophie. C'est ce texte dont on lira ici la traduction. De multiples péripéties et des circonstances diverses ont empêché que Husserl envoie à temps ce texte plus achevé; quelques indications données par lui-même dans sa correspondance³, avec Patocka notamment, montreni qu'il n'en était pas entièrement satisfait et qu'il souhaitait revoir au moins le début. Ces remaniements vont peu à peu déboucher sur la célèbre conférence de 1935 (Vienne) sur la crise des sciences européennes, qui est fort proche du présent texte bien que le point de départ n 'en soit plus désormais l'interrogation sur le rôle de la philosophie, mais la critique des sciences. Quoi qu'il en soit, la « conférence de Prague » inaugure la série des textes qui aboutiront à la dernière grande œuvre de Husserl, La Crise des sciences européennes et la phénoménologie transcendantale dont l'essai qu'on va lire est, en quelque sorte, la toute première esquisse. (shrink)

tracked the influence of the major Western historical paradigm of the great chain of being through various positions taken about abortion. This essay shows the paradigm's influence on our language – especially in animating the use of "god" and phrases like "playing god". This is important given the prevalence of religious values in bioethics debates and the pervasiveness of the language. I hunt unsuccessfully for a meaning that could serve as a moral principle, and I show how these phrases are (...) rooted in the paradigm. I conclude that all that such language can do is offer the pretense that there is a specific absolute ground for forbidding something which could otherwise be morally acceptable. But such language is nearly senseless, and worse still, it is immoral in that it cuts off reflection and debate. Keywords: play[ing] god, great chain of being, principle of plenitude CiteULike Connotea Del.icio.us What's this? (shrink)