Bullying behaviour among adolescents is a prevalent concern all over the world as it holds significant implications for their mental health and social life. Similarly, bullying has emerged as a grave concern in high schools in Pakistan. However, very limited literature has covered the dynamics of religious education and bullying behaviour among high school students in Pakistan. Therefore, this study seeks to investigate the impact of religious beliefs and practices on the prevalence of abuse and bullying among high school students (...) in Pakistan. The study has adopted a qualitative research design to fulfil this objective. The primary qualitative data for the study was collected by interviewing high school students from three prominent high schools in Pakistan. The data was analysed with the help of thematic analysis. The findings of this study indicate that religious education can help promote compassion, empathy, and respect among students. Thus, the study holds significant implications regarding the role of the community and teachers in taking a stand against bullying. (shrink)

We investigated whether, in the emergency department, educational video-assisted informed consent is superior to the conventional consent process, to inform trauma patients undergoing surgery about the procedure, benefits, risks, alternatives, and postoperative care. We conducted a prospective randomized controlled trial, with superiority study design. All trauma patients scheduled to receive trauma-related debridement surgery in the ED of Kaohsiung Medical University Hospital were included. Patients were assigned to one of two education protocols. Participants in the intervention group watched an (...) class='Hi'>educational video illustrating informed consent information, whereas those in the control group read an informed consent document. The primary outcome was knowledge scores and the secondary outcome was assessment of patient satisfaction. A multivariable regression model, with predefined covariates, was used to analyze differences in knowledge scores and patient satisfaction levels between the groups. A total of 142 patients were enrolled, with 70 and 72 assigned to the intervention and control groups, respectively. Mean knowledge scores were higher in the intervention ) than in the control group. By multivariate analysis, the intervention group had significantly greater differences in knowledge scores. Age, injury severity score, and baseline knowledge score significantly affected the differences in knowledge scores. Significant improvements were observed in patients’ perception of statements addressing comprehension of the information provided, helpfulness of the supplied information for decision making, and satisfaction with the informed consent process. Multivariate analysis showed significant correlations between video education and patient satisfaction. Both the educational approach and severity of injury may have an impact on patient understanding during the informed consent process in an emergency environment. Video-assisted informed consent may improve the understanding of surgery and satisfaction with the informed consent process for trauma patients in the ED. Institutions should develop structured methods and other strategies to better inform trauma patients, facilitate treatment decisions, and improve patient satisfaction. The ClinicalTrials.gov Identifier is NCT01338480. The date of registration was April 18, 2011. (shrink)

Understand the challenges faced by university based EAPs and the strategies to effectively meet needs&#;and discover what works and what does not Academia is a diverse workplace unlike any other, and subsequently, employee assistance program issues are unique. Employee Assistance Programs in Higher Education focuses on the unique challenges of employee assistance service delivery in a university setting. This handy resource discusses the evolution, development, and strategies in managing an EAP in academia while comparing the substantial differences (...) in program application between academic settings and corporate settings. Discussions include outsourcing, support groups, implementation of services, and effective model frameworks. Employee Assistance Programs in Higher Education explores in depth how the difference of being an academic institution influences the administration of an EAP. Reducing costs, assessing the value of an EAP, faculty resistance to accessing EAPs, organizational and interpersonal problems, manager support groups to reduce stress, developing ’soft skills’, and addressing the deaths of faculty, staff, and students are examined in detail. This unique resource is extensively referenced and includes tables to clearly present data. Topics in Employee Assistance Programs in Higher Education include: the evolution of the IAEAPE university EAP response to traumas on campus enhancing faculty access university EAPs and outsourcing creating a specialized EAP program comparison between academic and corporate cultures case study of the University of Saskatchewan EAP _and more! _ Employee Assistance Programs in Higher Education is a comprehensive resource for academic administrators; benefit plan managers; university based EAP managers and directors; EAP, work/life, and wellness professionals; members of International Association of Employee Assistance Professionals in Education; Employee Assistance Professionals Association; Employee Assistance Society of North America; Association of Work Life Professionals; Society for Human Resource Management Schools of Social Work; educators in schools of social work, psychology, counseling education, and business. (shrink)

Assistive technology is widely used in contemporary special needs education. Our interest is in the extent to which we can conceive of certain uses of AT in this educational context as a form of extended cognition. It is argued that what is critical to answering this question is that the relationship between the student and the AT is more than just that of subject-and-instrument, but instead incorporates a fluidity and spontaneity that puts it on a functional par with their (...) use of the student’s biological cognitive traits. It is claimed that AT use in special needs education offers an especially plausible case of extended cognition for just this reason. It is further maintained that understanding AT in this fashion has some important philosophical and practical ramifications, including how we should conceive of mainstream education, given that this is increasingly conducted within highly technologically-embedded environments. (shrink)

The present study aims to explore the efficacy of educational interventions implemented in primary schools within the Kingdom of Saudi Arabia. Specifically, it seeks to examine the viewpoints of principals, assistant principals, and teachers regarding the effectiveness of these activities. By employing a mixed-methods approach, this study utilizes descriptive statistics, analysis of variance (ANOVA), and regression analysis to thoroughly investigate the intricacies associated with educational practices. The results of the study revealed differences in the perceived effectiveness among various (...) groups of stakeholders and regional discrepancies. Principals, in their capacity as educational leaders, demonstrate the highest mean scores, underscoring their crucial role in shaping the overall school culture. The significance of context in educational effectiveness is highlighted by regional variations, which are in line with the overarching objectives stated in Vision 2030. The regression analysis demonstrates a positive correlation between participant roles and perceived effectiveness, underscoring the importance of inclusive leadership. In its entirety, this study provides valuable insights that are essential for customizing educational methodologies to suit regional requirements, promoting cooperation, and improving the quality of primary education in Saudi Arabia. (shrink)

L’article examine la notion d’autorité à partir de deux mouvements apparemment contradictoires : l’évolution du concept d’autorité parentale allant vers un apparent affaiblissement de cette notion et une certaine immanence de l’autorité dans le cadre judiciaire de l’assistance éducative. Les conditions de la manifestation de cette autorité sont explorées à travers les notions de cadre, de rituels et d’offre de pensée.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Why music? The Foundations of Music Education from Plato until Today by Øivind VarkøyDaniela BartelsØivind Varkøy, Warum Musik? Zur Begründung des Musikunterrichts von Platon bis heute [Why music? The Foundations of Music Education from Plato until Today], Stefan Gies, trans. with the assistance of Hanne Fossum (Innsbruck, Esslingen, Bern-Belp: Helbling, 2016)Øivind Varkøy's book Why music? was first published in Norway in 1993 and translated into Swedish three (...) years later. In 2016, a newly revised edition was published in German. This review refers to the German edition and a special focus will be on the third chapter, because Varkøy's convincing interpretation of Kant's theory of aesthetic judgement presents a counter narrative to other interpretations of this theory that have been in circulation in North America for quite some time.In the introduction, Varkøy explains that it is his intention to present a diverse array of reasons for teaching music. He also explains why (future) music teachers should reflect on these reasons and the possible values of their professional actions: "A clear stance on the value of one's own work will have a positive effect on one's professional identity and the psychological and physical well-being."1 In the first chapter, he takes the readers back to the world of "the old Greeks"—an [End Page 224] expression that is often used in Europe—and he specifically addresses the values Plato and Aristotle have ascribed to music. The chapter starts with the mythos about mousiké as a gift from the gods and Varkøy explains that this term used to stand for much more than music. It included diverse forms of art such as language, poetry, and dance which were seen as means that can express order and beauty as well as a realization of harmonia which "holds the world together."2 As far as philosophies of music education are concerned, both Plato and Aristotle stress that music education serves the character formation of young people and both are quite strict concerning the way music should be taught to the young. To give an example, Plato rejects that the aulos is used in schools, because it is a woodwind instrument that served as a means of intoxication in rituals. Plato's point was that it would make the youth soft and therefore unable to contribute to the establishment of a 'good' state system. Varkøy stresses that Plato did not differentiate between the aesthetic and the ethical dimension of music, since the term kalokagathia stands for both 'the beautiful' and 'the good.' It almost seems as if Varkøy had the North American debate between the so-called 'aesthetic' and 'praxial educators' in mind when he wrote this chapter, and it is a pity that he does not go into more detail concerning the terms 'the beautiful' and 'the good.' On the other hand, he gives a clear summary of the different functions Aristotle has ascribed to music. He emphasizes that Aristotle mentions the three functions of music as a source of well-being and enjoyment, as a means of character formation, and as an intellectual activity that can lead to a "higher level" of experience.3 In Aristotle's thinking, all of these functions are of value. Concerning the functions and values of music that are discussed, Varkøy abstains from passing his own judgment which leaves a welcome space for one's own thinking.In the second chapter, Varkøy focuses on the functions of music between the time of early Christianity and the time of Comenius. He puts forward an intriguing argument when he states that the Church Father Augustine, who saw the fact that people can enjoy music just for pleasure as a danger, has already pointed to the notion of music as a phenomenon with its own, intrinsic value. At the end of this chapter, Varkøy asks the readers to reflect on Comenius' distinction between "useful" knowledge and knowledge that serves "the way of making one's living."4 He returns to this distinction later on in his book.In the chapter "Progress and Reason," the focus is on... (shrink)

Background: After over 4 years since medical assistance in dying legalization in Canada, there is still much uncertainty about how this ruling has affected Canadian society. Objective: To describe the positive aspects of medical assistance in dying legalization from the perspectives of hospice palliative care providers engaging in medical assistance in dying. Design: In this qualitative descriptive study, we conducted an inductive thematic analysis of semi-structured interviews with hospice palliative care providers. Participants and setting: Multi-disciplinary hospice palliative (...) care providers in acute, community, residential, and hospice care in Vancouver and Toronto, Canada, who have engaged in end-of-life care planning with patients who have inquired about and/or requested medical assistance in dying. Ethical considerations: The research proposal was approved by University of British Columbia Research Ethics Board in Vancouver and University Health Network in Toronto. Participants were informed regarding the research goals, signed a written consent, and were assigned pseudonyms. Results: The 48 participants included hospice palliative care physicians (n = 22), nurses (n = 15), social workers (n = 7), and allied health providers (n = 4). The average interview length was 50 min. Positive aspects of medical assistance in dying legalization were identified at (1) the individual level: (a) a new end-of-life option, (b) patients’ last chance to express control over their lives, (c) patient and family comfort and relief, and (d) a unique learning experience for hospice palliative care providers; (2) the team level: (a) supportive collegial relationships, (b) broadened discussions about end-of-life and palliative care, and (c) team debriefs provide opportunities for education and support; and (3) the institutional level: (a) improved processes to facilitate the implementation logistics. Conclusion: While being involved in the medical assistance in dying process is complex and challenging, this study sheds light on the positive aspects of medical assistance in dying legalization from the hospice palliative care provider’s perspectives. Medical Assistance in Dying legalization has resulted in improved end-of-life conversations between hospice palliative care providers, patients, and their families. Improved communication leads to a better understanding of patients’ end-of-life care plans and bridges some of the existing gaps between hospice palliative care and medical assistance in dying. (shrink)

Exercer le métier d’assistant(e) maternel(le) dans le cadre spécifique d’une crèche familiale préventive à gestion associative requiert, outre des compétences « techniques » avérées, une disponibilité et un « savoir-être » bien particuliers, sur lesquels repose une large part de la qualité du service personnalisé rendu aux familles qui s’y adressent. L’ensemble de ces aptitudes se manifeste aux niveaux certes de l’accueil des enfants, mais aussi des relations intenses et complexes établies avec les parents et de l’organisation, nécessairement très minutieuse, (...) du travail en équipe. Il importe aujourd’hui de consolider et de diffuser les expériences acquises dans ce contexte par les assistant(e)s maternel(le)s de façon à en enrichir les pratiques déployées dans le champ de l’action socio-éducative et des politiques familiales. (shrink)

Computer-Assisted Argument Mapping (CAAM) is a new way of understanding arguments. While still embryonic in its development and application, CAAM is being used increasingly as a training and development tool in the professions and government. Inroads are also being made in its application within education. CAAM claims to be helpful in an educational context, as a tool for students in responding to assessment tasks. However, to date there is little evidence from students that this is the case. This paper (...) outlines the use of CAAM as an educational tool within an Economics and Commerce Faculty in a major Australian research university. Evaluation results are provided from students from a CAAM pilot within an upper-level Economics subject. Results indicate promising support for the use of CAAM and its potential for transferability within the disciplines. If shown to be valuable with further studies, CAAM could be included in capstone subjects, allowing computer technology to be utilised in the service of generic skill development. (shrink)

Technology advancement provide more effective and efficient ways for the people to perform individual and or collective roles and execution of responsibilities, and this has also resulted to tenacious upsurge in peoples' dependence on technology. As the right for people with disabilities increases, the need to cater for their educational right like every other learner brought about the quest to provide for AT that can best serve those special students. Application of AT can help students with one or more (...) deficiencies, aid information collection process and increase learning motivation. The aim of this study is to conduct content analysis of studies on AT in education and the research sample consist of research publications on AT in education published on Scopus between 2018-2022. Content analysis was conducted on the research publications related to the research and the data gotten were evaluated through descriptive statistical methods with the intention that research findings will add to the body of literature and create more quest for research interest on AT in education. The findings indicated that, more studies were conducted in the year 2021 compared to others, qualitative research method was applied more in those studies, followed by quantitative and mixed methods, the larger percentage of the studies under review were conducted under special education, and the greater part of co-authorship were local collaboration. (shrink)

Objectives: Technology can assist and support both people with dementia and caregivers. Recently, technology has begun to embed remote components. Timely with respect to the pandemic, the present work reviews the most recent literature on technology in dementia contexts together with the newest studies about technological support published until October 2020. The final aim is to provide a synthesis of the timeliest evidence upon which clinical and non-clinical decision-makers can rely to make choices about technology in the case of further (...) pandemic waves.Methods: A review of reviews was performed alongside a review of the studies run during the first pandemic wave. PsycInfo, CINAHL, and PubMed-online were the databases inspected for relevant papers published from January 2010.Results: The search identified 420 articles, 30 of which were reviews and nine of which were new studies meeting the inclusion criteria. Studies were first sorted according to the target population, then summarized thematically in a narrative synthesis. The studies targeting technologies for PWD were categorized as follows: monitoring and security purposes, sustaining daily life, and therapeutic interventions. Each category showed potential benefits. Differently, the interventions for caregivers were classified as informative, psycho-education programs, psychosocial-supportive, therapeutic, and cognitive/physical training. Benefits to mental health, skills learning, and social aspects emerged.Conclusions: The evidence shows that technology is well-accepted and can support PWD and caregivers to bypass physical and environmental problems both during regular times and during future pandemic waves. Nevertheless, the lack of a common methodological background is revealed by this analysis. Further and more standardized research is necessary to improve the implementation of technologies in everyday life while respecting the necessary personalization. (shrink)

The Criminal Cases Review Commission (CCRC) was the first publicly funded body created to investigate claims of wrongful conviction, with the power to refer cases to the Court of Appeal. In other countries, such as Australia, Canada and the United States, many regard the CCRC as the optimal solution to wrongful conviction and, for years, Innocence Projects in these countries have called for the establishment of a CCRC-style body in their own jurisdictions. However, it is now Innocence Projects which are (...) being introduced in England and Wales to try to assist applicants who are innocent but convicted. This article reviews why the CCRC was created, discusses the role of factual innocence within this body and within the criminal justice system generally and explores why Innocence Projects are being created in England and Wales, despite the presence of the CCRC. It explains how these different organizations may work together to assist factually innocent people who have been wrongly convicted, and the role Innocence Projects may play generally in criminal justice reform and legal education. (shrink)

Background: Moral distress can be broadly described as the psychological distress that can develop in response to a morally challenging event. In the context of healthcare, its effects are well documented in the nursing profession, but there is a paucity of research exploring its relevance to healthcare assistants. Objective: This article aims to examine the existing research on moral distress in healthcare assistants, identity the important factors that are likely to contribute to moral distress, and propose preventative measures. Research Design: (...) This is a survey of the existing literature on moral distress in healthcare assistants. It uses insights from moral distress in nursing to argue that healthcare assistants are also likely to experience moral distress in certain contexts. Participants and Research Context: No research participants were part of this analysis. Ethical Considerations: This article offers a conceptual analysis and recommendations only. Findings: The analysis identifies certain factors that may be particularly applicable to healthcare assistants such as powerlessness and a lack of ethical knowledge. We demonstrate that these factors contribute to moral distress. Discussion: Recommendations include various preventative measures such as regular reflective debriefing sessions involving healthcare assistants, nurses and other clinicians, joint workplace ethical training, and modifications to the Care Certificate. Implementation of these measures should be monitored carefully and the results published to augment our existing knowledge of moral distress in healthcare assistants. Conclusion: This analysis establishes the need for more research and discussion on this topic. Future research should focus on evaluating the effectiveness of the proposed recommendations. (shrink)

Euthanasia and physician assisted-suicide are terms used to describe the process in which a doctor of a sick or disabled individual engages in an activity which directly or indirectly leads to their death. This behavior is engaged by the healthcare provider based on their humanistic desire to end suffering and pain. The psychiatrist's involvement may be requested in several distinct situations including evaluation of patient capacity when an appeal for euthanasia is requested on grounds of terminal somatic illness or when (...) the patient is requesting euthanasia due to mental suffering. We compare attitudes of 49 psychiatrists towards euthanasia and assisted suicide with a group of 54 other physicians by means of a questionnaire describing different patients, who either requested physician-assisted suicide or in whom euthanasia as a treatment option was considered, followed by a set of questions relating to euthanasia implementation. When controlled for religious practice, psychiatrists expressed more conservative views regarding euthanasia than did physicians from other medical specialties. Similarly female physicians and orthodox physicians indicated more conservative views. Differences may be due to factors inherent in subspecialty education. We suggest that in light of the unique complexity and context of patient euthanasia requests, based on their training and professional expertise psychiatrists are well suited to take a prominent role in evaluating such requests to die and making a decision as to the relative importance of competing variables. (shrink)

Background Assisted death, including euthanasia and physician-assisted suicide (PAS), is under debate worldwide, and these practices are adopted in many Western countries. Physicians’ attitudes toward assisted death vary across the globe, but little is known about physicians’ actual reactions when facing a request for assisted death. There is a clear gap in evidence on how physicians act and respond to patients’ requests for assisted death in countries where these actions are not legal. Methods A survey including statements concerning euthanasia and (...) PAS and an open question about their actions when facing a request for assisted death was sent to all Finnish physicians. Quantitative data are presented as numbers and percentages. Statistical significance was tested by using the Pearson chi-square test, when appropriate. The qualitative analysis was performed by using an inductive content analysis approach, where categories emerge from the data. Results Altogether, 6889 physicians or medical students answered the survey, yielding a response rate of 26%. One-third of participants agreed or partly agreed that they could assist a patient in a suicide. The majority (69%) of the participants fully or partly agreed that euthanasia should only be accepted due to difficult physical symptoms, while 12% fully or partly agreed that life turning into a burden should be an acceptable reason for euthanasia. Of the participants, 16% had faced a request for euthanasia or PAS, and 3033 answers from 2565 respondents were achieved to the open questions concerning their actions regarding the request and ethical aspects of assisted death. In the qualitative analysis, six main categories, including 22 subcategories, were formed regarding the phenomenon of how physicians act when facing this request. The six main categories were as follows: providing an alternative to the request, enabling care and support, ignoring the request, giving a reasoned refusal, complying with the request, and seeing the request as a possibility. Conclusions Finnish physicians’ actions regarding the requests for assisted death, and attitudes toward euthanasia and PAS vary substantially. Open discussion, education, and recommendations concerning a request for assisted death and ethics around it are also highly needed in countries where euthanasia and PAS are not legal. (shrink)

The aim of this study is to assess the knowledge, attitudes and experiences of Spanish nurses in relation to euthanasia and physician-assisted suicide. In an online questionnaire completed by 390 nurses from Andalusia, 59.1% adequately identified a euthanasia situation and 64.1% a situation involving physician-assisted suicide. Around 69% were aware that both practices were illegal in Spain, while 21.4% had received requests for euthanasia and a further 7.8% for assisted suicide. A total of 22.6% believed that cases of euthanasia had (...) occurred in Spain and 11.4% believed the same for assisted suicide. There was greater support (70%) for legalisation of euthanasia than for assisted suicide (65%), combined with a greater predisposition towards carrying out euthanasia (54%), if it were to be legalised, than participating in assisted suicide (47.3%). Nurses in Andalusia should be offered more education about issues pertaining to the end of life, and extensive research into this area should be undertaken. (shrink)

This study investigated Chinese university students’ technology-assisted self-regulated learning strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use (...) of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language. (shrink)

Background: Debates over legalisation of physician-assisted suicide or euthanasia often warn of a “slippery slope”, predicting abuse of people in vulnerable groups. To assess this concern, the authors examined data from Oregon and the Netherlands, the two principal jurisdictions in which physician-assisted dying is legal and data have been collected over a substantial period.Methods: The data from Oregon comprised all annual and cumulative Department of Human Services reports 1998–2006 and three independent studies; the data from the Netherlands comprised all four (...) government-commissioned nationwide studies of end-of-life decision making and specialised studies. Evidence of any disproportionate impact on 10 groups of potentially vulnerable patients was sought.Results: Rates of assisted dying in Oregon and in the Netherlands showed no evidence of heightened risk for the elderly, women, the uninsured , people with low educational status, the poor, the physically disabled or chronically ill, minors, people with psychiatric illnesses including depression, or racial or ethnic minorities, compared with background populations. The only group with a heightened risk was people with AIDS. While extralegal cases were not the focus of this study, none have been uncovered in Oregon; among extralegal cases in the Netherlands, there was no evidence of higher rates in vulnerable groups.Conclusions: Where assisted dying is already legal, there is no current evidence for the claim that legalised PAS or euthanasia will have disproportionate impact on patients in vulnerable groups. Those who received physician-assisted dying in the jurisdictions studied appeared to enjoy comparative social, economic, educational, professional and other privileges. (shrink)

Ethics and ethical behaviour are the fundamental pillars of a civilised society. The focus on ethical behaviour is indispensable in certain fields such as medicine, finance, or law. In fact, ethics gets precedence with anything that would include, affect, transform, or influence upon individuals, communities or any living creatures. Many institutions within Europe have set up their own committees to focus on or approve activities that have ethical impact. In contrast, lesser-developed countries are trying to set up these committees to (...) govern their academia and research. As the first European consortium established to assist academic integrity, European Network for Academic Integrity, we felt the importance of guiding those institutions and communities that are trying to conduct research with ethical principles. We have established an ethical advisory working group within ENAI with the aim to promote ethics within curriculum, research and institutional policies. We are constantly researching available data on this subject and committed to help the academia to convey and conduct ethical behaviour. Upon preliminary review and discussion, the group found a disparity in understanding, practice and teaching approaches to ethical applications of research projects among peers. Therefore, this short paper preliminarily aims to critically review the available information on ethics, the history behind establishing ethical principles and its international guidelines to govern research.The paper is based on the workshop conducted in the 5th International conference Plagiarism across Europe and Beyond, in Mykolas Romeris University, Lithuania in 2019. During the workshop, we have detailed a) basic needs of an ethical committee within an institution; b) a typical ethical approval process ; and c) the ways to obtain informed consent with some examples. These are summarised in this paper with some example comparisons of ethical approval processes from different universities. We believe this paper will provide guidelines on preparing and training both researchers and research students in appropriately upholding ethical practices through ethical approval processes. (shrink)

Citizenship education in established democracies is challenged by declining youth participation in democracy. Youth disenchantment and disengagement in democracy is primarily evident in formal political behaviour, especially through voting, declining membership of political parties, assisting at elections, contacting politicians, and the like. If citizenship education is to play a major role in addressing these concerns it will need to review the impact it is making on young people in schools. This paper reviews a major national project on youth participation in (...) democracy in Australia set in the context of a national citizenship education programme. The Youth Electoral Study found that citizenship education in Australian schools has at best been marginally successful and substantially more is required to raise levels of democratic engagement. The paper explores many opportunities available to education systems and schools to address these issues through reconceptualising aspects of the formal and the informal curriculum. (shrink)

BackgroundMoral Case Deliberation is a specific form of bioethics education fostering professionals’ moral competence in order to deal with their moral questions. So far, few studies focus in detail on Moral Case Deliberation methodologies and their didactic principles. The dilemma method is a structured and frequently used method in Moral Case Deliberation that stimulates methodological reflection and reasoning through a systematic dialogue on an ethical issue experienced in practice.MethodsIn this paper we present a case-study of a Moral Case Deliberation with (...) the dilemma method in a health care institution for people with an intellectual disability, describing the theoretical background and the practical application of the dilemma method. The dilemma method focuses on moral experiences of participants concerning a concrete dilemma in practice. By an in-depth description of each of the steps of the deliberation process, we elucidate the educational value and didactics of this specific method.ResultsThe didactics and methodical steps of the dilemma method both supported and structured the dialogical reflection process of the participants. The process shows that the participants learned to recognize the moral dimension of the issue at stake and were able to distinguish various perspectives and reasons in a systematic manner. The facilitator played an important role in the learning process of the participants, by assisting them in focusing on and exploring moral aspects of the case.DiscussionThe reflection and learning process, experienced by the participants, shows competency-based characteristics. The role of the facilitator is that of a Socratic teacher with specific knowledge and skills, fostering reflection, inquiry and dialogue.ConclusionThe specific didactics of the dilemma method is well suited for teaching bioethics in clinical settings. The dilemma method follows an inductive learning approach through a dialogical moral inquiry in which participants develop not only knowledge but also skills, attitude and character. The role of a trained facilitator and a specific view on teaching and practicing ethics are essential when using the dilemma method in teaching health care professionals how to reflect on their own moral issues in practice. (shrink)

In this paper, we argue that the affective experience that permeates the employment of Assistive Technology (AT) in special needs education is crucial for the integration of AT. “AT integration” generally means the fluid and automatic employment of AT for fulfilling certain tasks. Pritchard et al. ( 2021 ) have proposed a more specific conceptualisation of AT integration by saying that AT is integrated when it is part of the user’s cognitive character. By discussing their proposal, we argue that the (...) user’s affective experience is crucial for AT integration. To better appreciate the relevance of the affective experience in AT integration, we suggest shifting the perspective from the functionalist extended cognition framework, as Pritchard et al. ( 2021 ) propose, to affective scaffoldings. In doing so we focus on the feeling of agency as the key experience to consider for understanding what AT does to the agent. We will put forth the hermeneutical tool of “phenomenal transformation” to explain how and why AT as an affective scaffolding can support the fundamental “I can” of the experience. (shrink)

The purpose of this study is to reveal the function of the concept of Infāq, which is included in the terminology of the Qurʾān itself, in social assistance and solidarity. Poverty has always been one of the social problems from past to present. Although it is analyzed differently in each society via different criteria, poverty generally refers to the condition in which a person lacks the basic necessities for a minimum living standard. Unfortunately, millions of people starve for basic (...) biological and social needs such as nutrition, shelter, education, health, and even water. This is a shame for the humanity. There are both international and national charities working to reduce the misery and poverty. However, due to socio-economic and structural problems such as globalization, disproportion in income distribution, unemployment, overpopulation, economic crises, lack of social security systems, and wars, poverty rises gradually and it is still one of the major social problems needed to be solved. Islam which is the last one of Abrahamic religions and its holy book Qurʾān consider social cooperation and solidarity pretty important within the context of Infāq and hold the believers responsible for the organization of social life. Infāq is an umbrella concept in the Qurʾān, referring to all expenses and cooperation in the name of Allah and it is one of the main qualities of believers. Infāq, which includes other forms of cooperation such as obligatoryalms (zakāt) and charity (ṣadaqā), enables a person to share his tangible values with those who have worse life conditions than himself. In this way, the Quran aims to promote human relations and thereby enhancement and peace in the society. In other words, Infāq aims to eliminate social injustice which refers to social and economic inequalities, to protect the economically weak people against the difficulties in life, and thereby, to maintain economic and social stability. Helping the needy is a powerful path toward having spiritual peace, removing selfish feelings, and keeping emotional wellbeing. People with good mental health will be able to build more humane relationships with others. It is obvious that Infāq would play an important role inbuilding a sense of fellowship and trust. A wealth of person who shares his wealth with the poor will be deemed legitimate by the needy people. Thus, the needy people would be freed from negative feelings and behaviors such as jealousy, incapacity, hatred, bullying, and hostility, and feel a sense of fellowship and gratitude towards those who have better life conditions. One of the most important reasons for robbery, extortion, purse-snatching, and etc., which are currently occurring more frequently, is economic deprivation. Considering the fact that this kind of incidents takes place more frequently in poor countries than developed ones, it is obvious that Infāq has a strategic role in fulfilling the basic needs of the needy. Poverty might be linked to violence, which might end up with murder. Infāq which is divine cooperation approach would take an important role in fighting against criminal incidents that cause fear and indignation. Moreover, the Quran does not specify any certain economic condition to be able to do Infāq, and thereby, it makes people with various economic abilities become a part of the social cooperation. As everyone would take care of people who are relatively worse off, interindividual trust will be strengthen and circle of cooperation will be expanded. According to the Qurʾān, people’s all goods and possessions actually belong to Allah. People are just the trustees of this wealth. Allah grants as much wealth as He wills to whomever He wills. While the rich is responsible for sharing their wealth with the needy, the poor is responsible for bearing the troubles caused by poverty with patience and endeavoring to make money in a halal way. Unless Infāq is done in order to please Allah, it does not have any significance in the presence of Allah. The reason why people have different material living conditions is that both the poor and the rich are subject to test. Thus, they would get rewards for hereafter besides the sustaining of social unity and solidarity. Allah is the only warrantor of the tangible and spiritual wealth gained in return for Infāq. (shrink)

This article presents a novel set of ten play scenarios for robot-assisted play for children with special needs. This set of scenarios is one of the key outcomes of the IROMEC project that investigated how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play. The target user groups in the project were children with Mild Mental Retardation,1 children with Severe Motor Impairment and children with Autism. The (...) play scenarios were developed against specific educational and therapeutic objectives that were discussed with panels of experts in various countries, during several user panel meetings for each of the above mentioned target user groups. These objectives were classified with reference to the ICF-CY, the International Classification of Functioning – version for Children and Youth. The article presents a detailed description of the play scenarios, each with its relevant educational and therapeutic objectives in five key developmental areas. While the play scenarios described in this paper originally were developed for and tested with the above user groups and with the IROMEC robot, the play scenarios can potentially be applied to other user groups and to a wide range of other applications involving human-robot interaction using different robotic toys. Keywords: human-robot interaction; assistive technology; play scenarios; autism; mild mental retardation; sever motor impairment; assisted play. (shrink)

In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other terms, including ‘multidisciplinary’, ‘cross-disciplinary’, (...) ‘pluridisciplinarity’, ‘transdisciplinarity’ and ‘interdisciplinary’ are examined. A new nomenclature is introduced to assist in clarifying the subtle distinctions between the various positions. The chapter also outlines some of the pedagogical and epistemological considerations which are involved in any move from a conventional form of educational delivery to an interdisciplinary higher education, and recommends caution in any implementation of an interdisciplinary curriculum. (shrink)

Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. (...) There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. In this study the behavior of two special education teachers who carry out their educational work in different contexts is evaluated. It reveals that teachers who were analyzed adapt their behavior depending on the context in which they carry out their educational work, providing the most appropriate response to the needs presented by students and showing good teaching practices. (shrink)

Can Artificial Intelligence be more effective than human instruction for the moral enhancement of people? The author argues that it only would be if the use of this technology were aimed at increasing the individual's capacity to reflectively decide for themselves, rather than at directly influencing behaviour. To support this, it is shown how a disregard for personal autonomy, in particular, invalidates the main proposals for applying new technologies, both biomedical and AI-based, to moral enhancement. As an alternative to these (...) proposals, this article proposes a virtual assistant that, through dialogue, neutrality and virtual reality technologies, can teach users to make better moral decisions on their own. The author concludes that, as long as certain precautions are taken in its design, such an assistant could do this better than a human instructor adopting the same educational methodology. (shrink)

278 non-freshman university students taking a l2-week critical thinking course in a large single-section class, with computer-assisted guided practice as a replacement for small-group discussion, and all testing in machine-scored multiple-choice format, improved their critical thinking skills, as measured by the California Critical Thinking Skills Test, by half a standard deviation, a moderate improvement. The improvement was more than that reported with a traditional format without computer-assisted instruction, but less than that reported with a format using both computer-assisted instruction and (...) essay-type assignments. Further studies are needed to test hypotheses suggested by these results. (shrink)

Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...) -/- Does science have a worldview? -/- Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? -/- Does science lack a worldview but nevertheless have implications for worldviews? -/- How can scientific worldviews and practice be reconciled with seemingly discordant religious and cultural worldviews? -/- In which ways do the worldviews of students impact on their interest and learning of science? -/- Should science teachers engage with the worldviews of students? -/- In addition to the NOS curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science make very pressing the questions of whether, and how, science is committed to and hence promotes particular worldviews and contradicts others. Hopefully this chapter, and others in the section, will contribute to a more informed understanding of the relationship between science, worldviews and education and provide assistance to teachers who are routinely engaged with the subject. (shrink)

Purpose Voice assistant technology is one of the fastest-growing artificial intelligence applications at present. However, the burgeoning scholarship argues that there are ethical challenges relating to this new technology, not the least related to privacy, which affects the technology’s acceptance. Given that the media impacts public opinion and acceptance of VA and that there are no studies on media coverage of VA, the study focuses on media coverage. In addition, this study aims to focus on media coverage in Indonesia, a (...) country that has been underrepresented in earlier research. Design/methodology/approach The authors used critical discourse analysis of media texts, focusing on three levels to study how VA technology was discussed in the Indonesian context and what power relations frame the representation. In total, 501 articles were collected from seven national media in Indonesia from 2010 to 2020 and the authors particularly focus on the 45 articles that concern ethics. Findings The ethical topics covered are gender issues, false marketing, ethical wrongdoing, ethically positive effects, misuse, privacy and security. More importantly, when they are discussed, they are presented as constituting no real critical problem. Regarding discursive practices, the media coverage is highly influenced by foreign media and most of the articles are directed to well-educated Indonesians. Finally, regarding social practices, the authors hold that the government ideology of technological advancement is related to this positive portrayal of VAs. Originality/value First, to provide the first media discourse study about ethical issues of VAs. Second, to provide insights from a non-Western context, namely, Indonesia, which is underrepresented in the research on ethics of VAs. (shrink)

This article explores how insights and new knowledge were incorporated about narrative inquiry methodology, poverty, and deficit ways of thinking through a journey of mentorship. The experiences of a graduate student, as she journeys through the roles of a research assistant and graduate researcher, all the while being part of a positive mentorship experience, are relayed. The article describes the journey of an evolving researcher who becomes wakeful through the narrative inquiry methodology while engaged as a research assistant as well (...) as a graduate student alongside her supervisor. (shrink)

Changes to practical nurse education (with expanded scopes of practice) align with the increasing need for nurses and assistive personnel in global acute care contexts. A case in point is this critical exploration of Canadian practical nursing literature, undertaken to reveal predominating discourses and relationships to nursing disciplinary knowledge. The objectives of this poststructural critical review were to identify dominant discourses in practical nurse education literature and to analyze these discourses to uncover underlying beliefs, constructed truths, assumptions, ambiguities and sources (...) of knowledge within the discursive landscape. Predominant themes in the discourses surrounding practical nurse education included conversations about the nurse shortage, expanded roles, collaboration, evidence‐based practice, role confusion, cost/efficiency, the history of practical nurse education and employer interests. The complex relationships between practical nursing and the disciplinary landscape of nursing are revealed in the analysis of discourses related to the purpose(s) of practical nurse education, curricula/educational programming, relationships between RN and PN education and the role of nursing knowledge. Power dynamics related to employer needs and interests, as well as educational silos and the nature of women's work, are also revealed within the intersection of various discourses. (shrink)

Analyses of market-based reforms of state schooling have occasionally acknowledged positional elements in parental demand, but none has fully examined their nature and implications. Contrary to the normal predictions of orthodox economic analysis, competition in positional markets can result in inefficient outcomes. Predominantly relying upon recent British experience, we examine the extent to which compulsory schooling can be viewed as a positional good and explore its implications for policy. In particular, we consider whether policies targeting increases in parental choice assist (...) a rise in the overall level of educational attainment. (shrink)

L’auteur de Représentations et normes liées à la masculinité : Construction d’un concept hier et aujourd’hui. Pour une masculinité positive dans une perspective biblique, Genève : Globethics, 2023, 327p. ISBN : 978-2-88931-511-6 présente ici le problème à la fois plus large et plus étroit des défis de l’éducation dans le contexte du genre. Ce défi éducatif est plus étroit car par éducation on entend un bagage d’expériences de formation, une sorte d’émulation scolaire précise, celle enseignée par le maître d’école, et (...) on ne fait pas référence, par exemple, aux traditions et aux mœurs transmises au sein de la famille, ni à l’édification et à l’élévation de l’âme associées à l’expérience religieuse. L’éducation et le contexte du genre peuvent aussi ouvrir un horizon plus large que la question du genre masculin, traité dans l’essai de l’auteur ; cet horizon ne reste pas moins un défi. Tandis que les « lois sont soit inconnues soit quotidiennement violées en faveur du respect des normes établies par la culture. » On assiste en RD Congo à l’augmentation de la vulnérabilité des femmes, processus initié en grande partie dans le milieu scolaire. (shrink)

The increasing presence of technology in higher education institutions requires a co-creation process among faculty members and administrative leaders to implement AI education. Unfortunately, most educators currently lack the necessary knowledge and skills to assess AI applications. Fitzpatrick’s research in 2023 revealed that only 6% of instructors had utilized ChatGPT for work, while a significant 32% expressed the need for greater familiarity with such tools. Interestingly, students tend to adapt to AI much more swiftly than their teachers. As advanced deep-learning (...) approaches become more prevalent, updating curricula at undergraduate and graduate levels becomes inevitable. With recent advances in AI models will undoubtedly transform communication with students, there is a growing concern within the field of education regarding the ethical implications of integrating AI into the curriculum, especially in tasks such as essay, thesis, or scientific paper writing, where the use of AI-powered assistants could potentially undermine the learning process. (shrink)

The second edition of Educational Leadership: Together Creating Ethical Learning Environments is a groundbreaking work at the forefront of current research into the ethical challenges inherent to leadership. Patrick Duignan combines a new perspective of leadership as an influence relationship, with a collective ethic of responsibility. Educational Leadership draws together cutting-edge research, theory and best practice on learning, teaching and leadership to assist leaders and teachers to better understand contemporary educational challenges and respond to them wisely, creatively (...) and effectively. This book is indispensable for all system and educational professionals engaged in policy-making, leadership development, leading learning in schools and those in academe responsible for programs aimed at the improvement of learning, teaching and leadership. (shrink)

With the spread of the COVID-19 pandemic worldwide, university teachers are coping with and adjusting to online teaching platforms. In this concurrent mixed-methods study, 10 science and technology universities as the research sites were first chosen, and educational planning in these sites during the pandemic was examined; then, eight selected teacher participants in these sites were interviewed to report how their beliefs and practices changed during the pandemic echoing the examined educational planning. The results show that educational (...) planning and policies assisted teachers in accommodating the new demands and changes during the pandemic; teachers' beliefs and practices generally echoed the educational planning and policies, with certain tensions still existing. The discussion part of the study is centered around emergency remote teaching and planning, tensions between teacher beliefs and practices, and the shift from emergency remote teaching to regular, sustainable online schooling. The study provides administrators and teacher educators with insights on how emergency remote teaching can be planned and implemented during an unprecedented time. (shrink)

OBJECTIVE: To examine the long-term effects of an innovative curriculum on medical house officers' (HOs') knowledge, confidence, and attitudes regarding medical ethics. DESIGN: Long term cohort study. The two-year curriculum, implemented by a single physician ethicist with assistance from other faculty, was fully integrated into the programme. It consisted of monthly sessions: ethics morning report alternating with didactic conferences. The content included topics such as ethics vocabulary and principles, withdrawing life support, informed consent, and justice. Identical content was offered (...) simultaneously at the largest affiliated community hospital. SETTING: A multi-hospital university training programme from July, 1992 to June, 1994. PARTICIPANTS: Thirty-nine HOs responded in 92. Thirty HOs from the same cohort responded in 94 (response rates = 83% v 71%; P = 0.19). RESULTS: The curriculum was well received, with 96% of HOs finding the sessions stimulating. Previously validated scales of knowledge and confidence were administered at baseline and at follow-up. The average knowledge score improved 14% (P < 0.001). Confidence also improved, rising from 3.3 to 3.8 on a 5-point Likert scale (P < 0.001). These findings were independent of age, gender, religion, and prior education. The only attitudinal change was an increase in the proportion of residents who thought that ethics should be a required part of residency training (57% v 80%, P = 0.05). CONCLUSION: This curriculum appears practical, popular, and effective. It should be readily transferable to other institutions. (shrink)

Well-trained, competent therapists are crucial for safe and effective psychedelic-assisted therapy (PAT). The question whether PAT training programs should require aspiring therapists to undergo their own PAT—commonly referred to as “experiential training”—has received much attention within the field. In this article, we analyze the potential benefits of experiential training in PAT by applying the framework developed by Rolf Sandell et al. concerning the functions of any training therapy (the therapeutic, modeling, empathic, persuasive, and theoretical functions). We then explore six key (...) domains in which risks could arise through mandatory experiential training: physical and psychological risks; negative impact on therapeutic skill; justice, equity, diversity, and inclusion; dual relationships; privacy and confidentiality; and undue pressure. Ultimately, we argue that experiential training in PAT should not be mandatory. Because many PAT training programs already incorporate experiential training methods, our exploration of potential harms and benefits may be used to generate comprehensive risk-mitigation strategies. (shrink)

One of the most prominent African American intellectuals of the twentieth century, W. E. B. Du Bois continues to influence the understanding of race relations in the United States. In this deeply personal introduction to the man and his ideas, esteemed scholar Carl A. Grant reflects on how Du Bois's work has illuminated his own life practices as a Black student, teacher, assistant principal, and professor. Sharing the story of a brilliant man's life contribution to teaching about race and the (...) ideologies and methodologies of racism in education and social and political thought, Grant begins his narrative with a broad overview of Du Bois's life and scholarship, before turning more specifically to Du Bois's theory of an educational system. The book concludes with an examination of Du Bois's curriculum model, predicated upon the work of the NAACP, the Harlem Renaissance, and Du Bois's own writings, as well as a discussion of the lasting legacy of Du Bois's educational and social theory in the present day. Ideal for graduate-level courses in curriculum theory, educational foundations, and education history, Du Bois and Education provides an in-depth examination of Du Bois's scholarship, social criticism, and political thought as they relate to his educational theory. (shrink)

Knowledge-based development is education writ large. Therefore this paper approaches the idea of a knowledge-based development institution ("Knowledge Bank") from the viewpoint of philosophy of education, educational psychology, and pedagogical theory applied to the problems of development.

Despite the undeniable ethical dimensions of paid occupations — trades and services — other than the traditional professions, it is still natural to associate courses of professional ethics with medicine, law, nursing or teaching, rather than auto‐repair, supermarket assistance or window‐cleaning. Indeed, it seems plausible to hold that if there is anything more to the traditional distinction of professions from trades or other services than considerations of social and economic status, it might well reside in the distinctive ethical or (...) moral character and implications of such occupations as medicine, law and education. This paper undertakes to explore, via examination of some of the commonly suggested criteria of professionalism, the nature of such implications and the extent to which they justify continued deployment of a distinctive occupational category of ‘profession’. On the assumption that they do, however, the paper is also concerned to examine critically the consequences for education in professional ethics of any such distinctive ethics of profession. (shrink)

This article attempts to present the dialogue between 19th – century Kyiv academic philosophers and Kant regarding the issues related to the “pedagogical paradox” formulated in his Lectures on Pedagogy. The main finding is the specific contributions made by Kyiv academics to Kant’s reasoning about education. Such a peculiarity was defined by the educational paradigm based on the requirements of the Charters of the Russian theological academies, which mandated that all philosophical doctrines be considered from the perspective of Orthodox (...) Christian dogma. This approach led to the recognition of the child’s full right to humanity, thereby reinforcing Kant’s postulate on the universal significance of education. Simultaneously, it expanded the possibilities for overcoming the contradiction of the pedagogical paradox, allowing Kyiv academic philosophers to pose a fundamental question about how to create a space of freedom in education. By acknowledging the capacity for moral freedom as inherent in the child’s nature, the strategic logic of pedagogical interaction in the reasoning of Kyiv academics shifted from Kant’s “active expectation” – where the child intellectually matures to understand moral ideas – to a logic of “interactive support,” where educators assist the child in realizing their personhood through accessible forms of moral activity. Consequently, within the context of these discussions, the theme of pedagogical creativity emerged prominently in the Kyiv philosophical and pedagogical discourse of the 19th century, underscoring the impossibility of standard solutions in a field where freedom and necessity are constantly negotiated. (shrink)