Advanced practice nursing is an expanding field within many healthcare environments around the world. The scope and particular focus of an advanced practice nurse’s role is highly variable and thus the ethical challenges they face are equally diverse. Yet, the dominant existing ethics pedagogies used in the nursing context have been described as not fit-for-purpose. Existing pedagogies do not adequately prepare APN candidates to meet the ethical challenges they will encounter in practice. Applying an arts-based pedagogy in ethics education for (...) advanced practice nurses has the capacity to provide effective ethics learning. This article reports on the value of a multidisciplinary pedagogy used in a graduate course in nursing leadership, law and ethics for advanced practice at an Australian university. Written in a multidisciplinary mode that allies with the pedagogy it presents, it addresses the key pedagogical challenges and opportunities of teaching ethics through an innovative arts-based pedagogy centred upon the changing depictions of the human person in works of art housed in a major state-funded art gallery. (shrink)

Burgess, J.P. and Rosen, G. Subject with No ObjectElliott, R.Faking Nature.

According to Berkeley, then, the unconscious process of inference of the scientist goes as follows. He notices that, when he does not have his house within visual range, he cannot see it just by wishing to; and that, when he does have it within visual range and his eyes open, he cannot prevent himself from seeing it just by wishing not to. He therefore infers that he is not the efficient cause of these sensations. But, since he holds that they (...) must have some efficient cause, he concludes that this is a congeries of "material substances," which are numerically distinct and partly dissimilar from the sensations, and which exist even when unperceived, or "externally to the mind." As a psychological theory, this seems to be at any rate plausible. (shrink)

In disproof of the materialist principle, that common things exist unperceived, and in defence of the New Principle, Philonous here objects that it is inconceivable that a common thing should do so. Hylas replies that, on the contrary, we can and do think of, e.g., a tree standing alone as opposed to a tree being perceived by an observer. But Philonous counter-objects to this reply that it contains a contradiction, since it asserts that we can think of something which is (...) not thought of. (shrink)

Both these developments would have surprised Berkeley. He would have found it paradoxical that the vulgar should have rejected his vulgar immaterialism as paradoxical, since he of course believed himself to be on their side in the matter, and characterised his own philosophy as a.

O presente artigo busca tecer algumas considerações sobre o desenvolvimento do Subprojeto de pesquisa Formação instaurando competência que visa verificar como os processos de formação, dado ao contexto sócio-econômico atual, estão-se organizando quanto à construção da competência, demanda recente do mundo do trabalho.