Children who live on the margins of society are disadvantaged in achieving their developmental potential because of the lack of a necessary stable environment and nurturing care. Many early prevention programs aim at mitigating such effects, but often the evaluation of their long-term effect is missing. The aim of the study presented here was to evaluate such long-term effects in two prevention programs for children-at-risk growing up in deprived social environments focusing on child attachment representation as the primary outcome as (...) well as on self-reflective capacities of teachers taking care of these children. The latter was a key component for promoting resilient behavior in children. Five hundred and twenty-six children aged 36 to 60 months at risk due to immigration status, low family socio-economic status and child behavior were examined in a cluster-randomized study comparing two preventions, the psychodynamic, attachment-based holistic approach EARLY STEPS (ES) with the classroom based FAUSTLOS (FA) for their efficacy. Primary outcome was the child attachment representation measured by the Manchester Child Attachment Story Task (MCAST). Secondary outcomes were derived from (a) the Caregiver-Teacher Report Form (C-TRF: problem behaviors, including anxiety/depressive symptoms, emotional-reactive and somatic problems, social withdrawal, aggressive behavior, and attention deficit), from (b) the Strength and Difficulties Questionnaire (SDQ, parent version: resilience and wellbeing) and (c) Self-Reflective Scales for teachers (SRS: self-reflective capacities of teachers). Compared to baseline, attachment and behavioral problems improved in both programs. ES led to more secure and more organized attachment representations (medium effect sizes). Aggressive behavior and externalizing problems were reduced in the FA group compared with ES, particularly in boys (medium effect sizes). Self-reflective capacities of the teachers increased only in the ES group. High correlation between children’s attachment type with the number of social risk factors and the increase of problematic social behavior strongly indicate that an increase in teachers’ self-reflective capacities helps to change children’s attachment patterns which thus strengthens the resilience of these children-at-risk [An ethical vote from LPPKJP 2009-02-25 was obtained and the trial registered; Clinical trial registration information: The trial was registered 14.02.2012 (DRKS00003500;https://www.drks.de)]. (shrink)

As we navigate post-pandemic educational recovery and future-oriented design, the Handbook of Research in Online Learning: Insights and Advances emerges as a scholarly authority to illuminate existing questions and catalyze conversations on imperative transformations in education. Tailored for researchers, designers, educators, administrators, and stakeholders, this handbook delves into the nuanced landscape of online learning. Curated by leading experts, each chapter provides a deep exploration of critical online teaching and learning dimensions. Whether you're navigating the complexities of instructional design, exploring the (...) impact of digital learning on diverse student populations, or delving into the transformative potential of AI, each chapter illuminates critical aspects of online education. It merges current significant works with unpublished manuscripts, embodying the interdisciplinary essence of online learning research. Grounded in diverse theoretical frameworks and research methods, it offers theoretical insights and actionable guidance for cutting-edge educational methodologies. This handbook is not just a compendium; it's an indispensable guide for shaping the future of education. Contributors are: Michael Ahlf, Stephen Allen, Tonya Amankwatia, Fatih Ari, Ismahan Arslan-Ari, Michael K. Barbour, Gail Alleyne Bayne, Karen Bellnier, M. Aaron Bond, Victoria Brown, George Bradford, William Cain, Sumie Chan, Lauren Cifuentes, Laura DaVinci, Gina Deckard, Shernette Dunn, Anne Fensie, Holly Fiock, Sara Flowers, Carla Karen Fortune, Theodore Frick, Michael M. Grant, Alexis Guethler, Dan He, Atsusi "2c" Hirumi, Charles B. Hodges, Stephanie Hostetter, Michael Houdyshell, Fethi A. Inan, Frank Jamison, Amir Kalan, Meryl Krieger, Jessica Lantz, Mary Lefaiver, Juhong Christie Liu, Noble Lo, Barbara Lockee, Fatemeh Marzban, Trey Martindale, Sara McNeil, Laura McNeill, Stephanie Moore, Martha Lorena Obermeier, Larisa Olesova, Jennifer Jihae Park, Sanghoon Park, Yujin Park, AnthTony Pina, Drew Polly, Yingxiao Qian, Thomas Reeves, Christiane Reilly, Jennifer Richardson, Aubrey Rogowski, Leanne Rutherford, Kay Seo, Sanga Song, Edwin Teye Sosi, Stefan Stenbom, Sharon Stidham, David Tai, Hengtao Tang, Torrey Trust, Shannon Tucker, Denis Unal, Lucas Vasconcelos, Charles Xiaoxue Wang, Florence Williams, Ying Xie and Fan Xu. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:502 Feminist Studies 46, no. 2. © 2020 by Feminist Studies, Inc. Jaime Madden Teaching Online: Issues of Equity and Access in Writing-centric Formats The COVID-19 pandemic has turned us all into online teachers. In the context of this crisis, we have quickly learned new technologies and the affordances of asynchronous and synchronous delivery. We have grappled with the challenges of building community and supporting active engagement, and we (...) have turned to adapting our assessment methods for the remote environment. We have done this work at traditional colleges and universities, where online teaching was formerly the purview of graduate students and adjunct instructors. Online learning can no longer be associated with those who struggle to access traditional classrooms, such as disabled students and those who attend for-profit colleges. Instead, access to online learning can now be associated with access to wealth and to health—specifically as relates to avoiding contact with the virus. In K-12 education, we have seen districts that largely enroll white students make the decision to continue online or go hybrid for the fall 2020 semester, whereas those that largely enroll students of color are returning to the classroom.1 Inequalities pervade the teaching landscape as well. Teaching is not a job usually marked as high risk, but within this environment, some 1. The work of activist and artist @bmore_radical shows how these decisions are being made in Baltimore, Maryland. See https://www.instagram.com /bmore_radical/?hl=en. Jaime Madden 503 bodies suffer at higher rates. In a recent article published in this journal, coauthors writing as the Brocher Foundation Feminist Collective describe their experience and knowledge “of the ways that academia produces sickness.”2 The authors are white and cisgender women at Anglo-American and European universities, and even though they acknowledge that they did not experience high levels of racism, classism, linguistic marginalization, and/or illness, they still found themselves—at different stages of their careers—“worn thin” in a system where “bodies are disposable.”3 Commenting on this problem in another context, disability studies scholar Alison Kafer notes that disability is “more fundamental, more inevitable, for some than others.”4 The pandemic has made this much clear: able-bodied people are “temporarily able-bodied,” and those who experience racism and classism are among the most frequently and intensely sickened. In attending to how teachers and students transition online en masse, we need to consider how we are differently positioned within institutions governed by the logics of racialized capitalism. It is important to recognize not only which students can access these online spaces but also which skills such spaces tend to reward. It is also important to ask which teachers are disproportionately impacted by the transition online. In this piece, I describe the challenges of assessment and then wrestle with broader questions of access as a scholar invested in feminist studies and disability studies. The tension in online education between its promise of access and its methods of assessment is, I argue, worthy of urgent attention. The Challenges of Assessment I have taught online courses at four institutions: two private colleges and two public universities. Good teaching and learning can undoubtedly happen across a range of spaces. In online environments, I have found that my best teaching happens in the feedback I give students. 2. Laura Bisaillon, Alana Cattapan, Annelieke Driessen, Esther van Duin, Shannon Spruit, Lorena Anton, and Nancy S. Jecker, “Doing Academia Differently: ‘I Needed Self-Help Less Than I Needed a Fair Society,” Feminist Studies 46, no. 1 (2020): 132. 3. Bisaillon, et al., “Doing Academia Differently,” 136, 140. 4. Alison Kafer, Feminist, Queer, Crip (Bloomington: Indiana University Press, 2013), 26. 504 Jaime Madden This is understandable since assessment practices are important teaching opportunities in all contexts. In online environments, and particularly in asynchronous teaching, I have found that it is while carrying out assessments of student work that my most intense teaching occurs. It is through grading and offering comments on papers and assignments that I am most directly in communication with students as their teacher. When I mark student work, I ask questions of students, I prompt them to consider how our course materials may be placed... (shrink)

This chapter discusses several kinds of reduction that are often found in the biomedical sciences, in contrast to reduction in fields such as physics. This includes reduction as a methodological assumption for how to investigate phenomena like complex diseases, and reduction as a conceptual tool for relating distinct models of the same phenomenon. The case of Parkinson’s disease illustrates a wide variety of ways in which reductionism is an important tool in medicine.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Skeptic Way: Sextus Empiricus’s “Outlines of Pyrrhonism.” by Benson MatesDavid K. GliddenBenson Mates. The Skeptic Way: Sextus Empiricus’s “Outlines of Pyrrhonism.” New York: Oxford University Press, 1996. Pp. x + 335. Cloth, $55.00, Paper, $22.95.Benson Mates’s translation and commentary of Sextus Empiricus’ Outlines of Pyrrhonism appears nearly half a century after Mates first began his pioneering work on Sextus and Hellenistic philosophy. This publication coincides with another (...) new translation of the Outlines by Annas and Barnes, who provide only an abbreviated commentary (Cambridge University Press, 1994). After decades when the only available English translation was by Bury from the Loeb, there are now choices available which allow Sextus to be taught to different sorts of English readers.In comparing the two translations, this reader found the Annas and Barnes version more mellifluous. Mates is not as sweet. His style is plain-spoken, but this approach has merits when the arguments get going. The Annas and Barnes version uses footnotes for commentary, along with a brief introduction. Their notes cite parallel passages in other works by Sextus, provide brief guidance for interpretation when it is most needed, and connect the reader with a focused list of bibliographical references, inviting readers themselves to turn toward scholarly debates over certain controversial passages. Consequently, Annas and Barnes opens out to a wide audience of classicists, historians, students of literature, general readers interested in scepticism, as well as philosophers of whatever ideology. [End Page 460]The Mates edition is directed toward philosophers alone. It is much less oriented toward historical scholarship, preferring to read Sextus as a contemporary professional philosopher might. In this way, Mates will approach a passage from the Outlines in terms of a passage in Hume or Berkeley, even though, of course, these latter-day philosophers derived their views from reading Sextus. Mates employs philosophese with ease, constructing a version of Sextus from the professional philosopher’s interpretive stance, in the language of propositions and Fregean intensions. The audience Mates is writing for and the viewpoint he is writing from more or less correspond to the “analytical” faction of the American Philosophical Association. Postmodern Foucaultians, contextualist historians, and Hellenistic scholars might find this approach unhelpful, even irritating. But busy, mainstream American philosophers could find Mates’s approach sufficiently sympathetic to actually read some Sextus, in the way Chisholm once had done, finding a passage on the Cyrenaics in Sextus which led to the reinvention of “adverbial appears locutions” and which, in turn, played for decades in the epistemological arcades.Mates begins his edition with a systematic introduction to the Outlines and follows his translation with another hundred pages of narrative, reflecting primarily what Mates finds interesting about certain selected passages. Although, like Annas and Barnes, he provides parallel passages, ancient references, and highly abbreviated accounts of scholarly disputes, his own narrative line dominates both his introductory essay and his commentary. Mates writes in a somewhat chatty style prone to the blunt Cephalean confidence that comes with considerable experience and success as a professional philosopher. His narrative line is clear, connected, often compelling, as for instance when he argues that for Sextus “dogmatizing and believing turn out to be one and the same” (61).Fashion has returned to favor Pyrrhonism in the late twentieth century, just as the cycle had come around before, toward the end of the sixteenth century, sparking a philosophical renaissance. This time around the import may be different. Both Annas and Barnes as well as Mates find Sextus worth reading as serious philosophy. This is a considerable improvement in the fortuna of the Outlines. For decades Sextus was banned in American philosophy departments, as no philosopher at all. He was not taught, he was not read. One highly prominent American philosopher was expressly forbidden to write a dissertation on him, around the time Mates and Chisholm had the courage to publish on him. Sextus is now welcome in the Canon.If Sextus now is one of us, a serious philosopher, then the dogmatists (Stoics, Epicureans, Peripatetics, etc.) he ridiculed were merely failures. The game continues. So, Mates, Annas and Barnes can embrace Sextus as ours. His readers won’t... (shrink)

OBJECTIVES: To study the resources available and resources needed for ethics teaching to medical students in UK medical schools as required by the new GMC core curriculum. DESIGN: A structured questionnaire was piloted and then circulated to deans of medical schools. SETTING: All UK medical schools. RESULTS: Eighteen out of 28 schools completed the questionnaire, the remainder either indicating that their arrangements were "under review" (4) or not responding (6). Among those responding: 1) library resources, including video and information technology (...) were found to be fairly well developed; 2) many schools had a good supply of handouts and sample cases for teaching; 3) most had a written syllabus, and 4) two-thirds examined in the subject. However, many schools indicated that there was an urgent need for: 1) full-time teachers (most ethics teaching is still by part-time and voluntary staff); funding for books and journals, and 3) additional teaching materials (including further case vignettes, handouts and sample exam questions). CONCLUSIONS: There has been a considerable overall improvement in resources for medical ethics teaching since the time of the last national survey (The Pond Report). However, provision varies widely from medical school to medical school. The particular needs identified were for full-time teachers, library resources and teaching materials. Wider use of existing organisations concerned with medical ethics could help to meet these needs. (shrink)

Although science supplies medicine's “gold standard,” knowledge exercised in the care of patients is, like moral knowing, a matter of narrative, practical reason. Physicians draw on case narrative to store experience and to apply and qualify the general rules of medical science. Literature aids in this activity by stimulating moral imagination and by requiring its readers to engage in the retrospective construction of a situated, subjective account of events. Narrative truths are provisional, uncertain, derived from narrators whose standpoints are always (...) situated, particular, and uncertain, but open to comparison and reinterpretation. Reading is thus a model for knowing in both morality and clinical medicine. While principles remain essential to bioethics and science must always inform good clinical practice, the tendency to collapse morality into principles and medicine into science impoverishes both practices. Moral knowing is not separable from clinical judgment. While ethics must be open to discussion and interpretation by patients, families, and society, it is nevertheless substantively and epistemologically an inextricable part of a physician's clinical practice. (shrink)

The effects of the vacuum electromagnetic fluctuations and the radiation reaction fields on the time development of a simple microscopic system are identified using a new mathematical method. This is done by studying a charged mechanical oscillator (frequency Ω 0)within the realm of stochastic electrodynamics, where the vacuum plays the role of an energy reservoir. According to our approach, which may be regarded as a simple mathematical exercise, we show how the oscillator Liouville equation is transformed into a Schrödinger-like stochastic (...) equation with a free parameter h′ with dimensions of action. The role of the physical Planck's constant h is introduced only through the zero-point vacuum electromagnetic fields. The perturbative and the exact solutions of the stochastic Schrödinger-like equation are presented for h′>0. The exact solutions for which h′shrink)

The topic of our discussion is extremely complex by virtue of the diversity of problems it covers, their contradictions, and their many layers. An objective analysis is complicated by the fact that we are "by origin from there," that we were all drawn into the process, and that it is difficult, if not impossible, for us to distance ourselves from this fact. Being involved in what happened is, on the one hand, a positive factor: it gives access to occurring events (...) through a knowledge of facts and details that is difficult, if not impossible, to obtain for an investigator of the events many years later. But such involvement not only discloses the truth, it also creates the illusion that one possesses the truth, because a participant in events often makes his personal beliefs about them the basis of theoretical generalizations. A participant and a witness are very different categories in terms of their objective relation to actual facts. (shrink)

t. 1. Filosofii͡a : samosoznanie cheloveka i obshchestva -- t. 2. Politika i istoriosofii͡a -- t. 3. Politika i diplomatii͡a -- t. 4. Kulʹtura i sovremennostʹ -- t. 5. Zapadnoevropeĭskai͡a filosofii͡a, politika i kulʹtura: problemy i perspektivy.

On this the following observations should be made: 1. The sigla ABCEFM are used here as in all editions from Hude onwards, H as in Hude though not universally since, and as in Bartoletti, Per la storia del testo di Tucidide ; have not been used before. 2. In positing β as ancestor of ABEFHM but not of C I follow Hude, Bartoletti, Stuart Jones, and Powell. I differ from them in leaving out of consideration G , which is normally (...) considered as descending from a congener of C; since, however, one or more ancestors of G were collated with at least one manuscript related to M and probably with manuscripts of other affinities also, there are clearly no means of deciding whether G is a descendant of C or ultimately independent of C, and I have adopted the economical hypothesis that it is a descendant and must be relegated to the recentiores. (shrink)

Structurally free logic LC was introduced in [4]. A natural extension of LC, in particular, in a sequent formulation, is by conjunction and disjunction that do not distribute over each other. We define a set theoretical semantics for these logics via constructing a representation of a lattice that we extend by intensional operations. Canonically, minimally overlapping filter-ideal pairs are used; this construction avoids the use of an equivalent of the axiom of choice and lends transparency to the structure. We also (...) discuss adapting the present semantics for substructural logics, as well as, the question of cannnonicity of LC+. (shrink)

This study analyzed 16 potential ethics-related problems associated with use and abuse of video news releases (VNRs) by public relations practitioners and electronic journalists. Causes and possible solutions to the problems were suggested and model ethics code guidelines were developed. Moral rules, moral ideals, theories of ethics, public relations theories, and electronic journalism theories were used to provide a general foundation for the analysis. A more specific foundation was provided by guidelines from a variety of media codes of ethics.

Aim: This study explores priority dilemmas in dialysis treatment and care offered elderly patients within the Norwegian public healthcare system.Background: Inadequate healthcare due to advanced age is frequently reported in Norway. The Norwegian guidelines for healthcare priorities state that age alone is not a relevant criterion. However, chronological age, if it affects the risk or effect of medical treatment, can be a legitimate criterion.Method: A qualitative approach is used. Data were collected through semistructured interviews and analysed through hermeneutical content analysis. (...) The informants were five physicians and four nurses from dialysis wards.Findings: Pressing priority dilemmas centre around decision-making concerning withholding and withdrawal of dialysis treatment. Advanced age is rarely an absolute or sole priority criterion. It seems, however, that advanced age appears to be a more subtle criterion in relation with, for example, comorbidity, functional status and cognitive impairment. Nurses primarily prioritise specialised dialysis care and not comprehensive nursing care. The complex needs of elderly patients are therefore often not always met.Conclusions: Clinical priorities should be made more transparent in order to secure legitimate and fair resource allocation in dialysis treatment and care. Difficult decisions concerning withholding or withdrawal of dialysis ought to be openly discussed within the healthcare team as well as with patients and significant others. The biomedical focus and limitations on comprehensive care during dialysis should be debated. (shrink)

A partir de son apparemment étrange observation d'une influence cachée des étoiles sur l'action humaine une attentive reconsidération du concept de l'actus humanus de Saint Thomas dans la Prima Secundae révèle une vue plus ample des processus internes à l'agent humain qui contribuent à la spécification individuelle de l'action humaine et, donc, de la liberté humaine. Il semble que parmi les adeptes de la théorie thomiste de l'action, l'influence importante que l'appétit sensible peut exercer en cette direction, tout en restant (...) entièrement caché aux actes conscients de l'intellect et de la volonté de la personne, n'a pas été reconnue jusqu'aujourd'hui. Dans sa théorie de l'action Saint Thomas fournit un cadre solide pour une réflexion ultérieure sur l'influence de l'inconscient dynamique sur la liberté et pour une intégration critique interdisciplinaire des intuitions valides de la psychologie des profondeurs. En plus, il semble que la redécouverte de son concept plus large de l'actus humunus rende possible de repenser à profit certains éléments classique de son éthique. (shrink)

In addition to the transmission of the science of hadith from the Eastern Islamic world to the west, particularly to Andalusia, a rich literature also developed in Andalusia. Therefore, the development of the science of hadith and hadith methodology in the Andalusian region and the impact of scholars from that region on these sciences is an important issue that deserves attention. This article examines how the intellectual atmosphere of Andalusia was enriched by the hadith works that came from the East (...) and the scholarly activity these works generated. It also addresses the hadith methodology literature that emerged in the Andalusian region and the reflections of this literature in the hadith methodology works of the From this perspective, the study first briefly highlights the hadith and hadith methodology literature that reached Andalusia from the Mashriq region, followed by the works written by Andalusian scholars that contributed to the hadith methodology literature. Subsequently, the influence of hadith methodology works by hadith scholars from the Eastern Islamic world on Andalusian literature is examined. Furthermore, the study evaluates how Andalusian scholars were referenced in the Mashriq hadith methodology literature and their influence on these works. Through this analysis, the interaction between the Mashriq and Andalusian regions within the context of hadith methodology is demonstrated. The contribution of Andalusian scholars to the hadith literature by enriching the knowledge and expertise they received from the East with their interpretations and original works increased the importance of the region in the Islamic world. Additionally, the influence of the hadith methodology works written in Andalusia on Eastern literature reveals the reciprocal nature of cultural interaction. (shrink)

In the target article, Kirby (2014) explores conditions under which gestational surrogacy in developing countries (in this case India) may (or may not) be considered as exploitative. The author pro...

This anthology focuses on three areas in the theory of knowledge: epistemic justification; analyses of knowledge and scepticism; and recent development in epistemology. Each of the three sections includes a brief introduction to the readings, a series of study questions, and a list of suggested readings. Section 1 deals with coherentism, foundationalism, reliabilism, and includes articles by Chisholm, BonJour, Audi, Goldman, and Fumerton. Section 2 deals with the analysis of knowledge and Gettier problems, and a variety of forms and responses (...) to scepticism; it includes articles by Gettier, Conee, Feldman, Putnam, Nagel, and Stroud. Section 3 introduces the reader to recent developments in naturalized, feminist, and social epistemology, and includes articles by Quine, Almeder, Putnam, Anderson, Harding, Longino, Hardwig, Rorty, and Kitcher. (shrink)

Postulating the subcortical organization of human consciousness provides a critical link for the construal of pain in patients with impaired cortical function or cortical immaturity during early development. Practical implications of the centrencephalic proposal include the redefinition of pain, improved pain assessment in nonverbal humans, and benefits of adequate analgesia/anesthesia for these patients, which certainly justify the rigorous scientific efforts required. (Published Online May 1 2007).