Background This study explored the ethical issues associated with community-based HIV testing among African, Caribbean, and Black (ACB) populations in Canada, focusing on their perceptions of consent, privacy, and the management of HIV-related data and bio-samples. Methods A qualitative community-based participatory research (CBPR) approach was employed to actively engage ACB community members in shaping the research process. The design included in-depth qualitative interviews with 33 ACB community members in Manitoba, Canada. The study was guided by a Community Guiding Circle, which (...) contributed to study design, data analysis, and interpretation. A diverse sample was recruited through community agencies, social media, and flyers, with considerations for variations in age, gender, sexual orientation, and geographical location. The study employed iterative inductive thematic data analysis. Findings Participants expressed significant concerns about the collection, sharing, and use of HIV data from healthcare encounters, revealing mistrust towards institutions like police, child welfare, and immigration accessing their health information. Their worries centered on the handling of biological samples, data misuse, potential human rights violations, HIV criminalization, deportations, challenging consent, privacy, and bodily autonomy principles. While open to contributing to medical research, they unanimously demanded greater transparency, informed consent, and control over the secondary use of their health data. Conclusions The study underscores the need for culturally safe approaches in HIV testing and ethical governance in healthcare for ACB communities. It highlights the importance of prioritizing participant empowerment, ensuring transparency, practicing informed consent, and implementing robust data security measures to balance effective HIV information management with the protection of individual rights. (shrink)

In Frege's Conception of Logic Patricia A. Blanchette explores the relationship between Gottlob Frege's understanding of conceptual analysis and his understanding of logic.

Psychopaths are agents who lack the normal capacity to feel moral emotions (e.g. guilt based on empathy with the victims of their actions). Evidence for attributing psychopathy at least in some cases to genetic or early childhood causes suggests that psychopaths lack free will. However, the paper defends a sense in which psychopaths still may be construed as responsible for their actions, even if their degree of responsibility is less than that of normal agents. Responsibility is understood in Strawsonian terms, (...) as a question of our appropriate reactive attitudes toward an agent for what she does, and as distinct from the question of the agent's own motivating attitudes, which lead him to do what he does. The latter is the question more directly relevant to free will, though moral motivation normally depends on the capacity in early childhood to pick up motivating attitudes from others' reactive attitudes. Reactive attitudes based on hatred rather than anger (e.g. disgust or contempt) count as alternative forms of blame that may be appropriately directed toward agents manifesting bad qualities of will, even as a matter of motivational impairment. So psychopaths may still be said to deserve blame, even if they are incapable of modifying their behavior in response to blame. (shrink)

The category of emotions covers a disputed territory, but clear examples include fear, anger, joy, pride, sadness, disgust, shame, contempt and the like. Such states are commonly thought of as antithetical to reason, disorienting and distorting practical thought. However, there is also a sense in which emotions are factors in practical reasoning, understood broadly as reasoning that issues in action. At the very least emotions can function as "enabling" causes of rational decision-making (despite the many cases in which they are (...) disabling) insofar as they direct attention toward certain objects of thought and away from others. They serve to heighten memory and to limit the set of salient practical options to a manageable set, suitable for "quick-and-dirty" decision-making. (shrink)

Having a decreased sense of security leads to unnecessary suffering and distress for patients. Establishing trust is critical for nurses to promote a patient's sense of security, consistent with trauma‐informed care. Research regarding nursing action, trust, and sense of security is wide‐ranging but fragmented. We used theory synthesis to organize the disparate existing knowledge into a testable middle‐range theory encompassing these concepts in hospitals. The resulting model illustrates how individuals are admitted to the hospital with some predisposition to trust or (...) mistrust the healthcare system and/or personnel. Patients encounter circumstances increasing their emotional and/or physical vulnerability to harm, leading to experiences of fear and anxiety. Without intervention, fear and anxiety lead to a decreased sense of security, increased distress, and suffering. Nurse action can ameliorate these effects by increasing a hospitalized person's sense of security or by promoting the development of interpersonal trust, also leading to an increased sense of security. Increased sense of security results in diminished anxiety and fear, and increased hopefulness, confidence, calm, sense of value, and sense of control. The consequences of a decreased sense of security are harmful to patients and nurses should know that they can intervene in ways that both increase interpersonal trust and sense of security. (shrink)

Patricia White; Friendship and Education, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 81–92, https://doi.org/10.1111/j.1467-9752.

Abstract:This essay suggests that the word decolonial offers analytic power for feminist historians of women. As a category, it creates interpretive space for female experience beyond the elite/subaltern binary, where arguably most women live and work in the modern period. As a reading practice, the decolonial fosters intellectual awareness of social and intellectual practices that neither address the state, as in “anti-imperialism,” nor proffer counter nationalism or counter racialization as responses to coloniality. Offering examples from the archive, the media, and (...) teaching, this essay describes the decolonial as a productive site of women's agency in domains all too easily overlooked when historians focus on the conventional categories of state and nation. (shrink)

Il s’agira ici de préciser les enjeux, les résultats et les lignes de tension de l’analyse ontologique des œuvres d’art telle qu’elle est développée par Roman Ingarden. Si en effet le programme ontologique d’Ingarden se déploie de manière large et complexe entre ontologie formelle, matérielle et existentiale, il tend aussi à absorber la phénoménologie de la conscience pure en tant que celle-ci constitue une région ontologique spécifique. À partir de ce renversement des rapports entre ontologie et phénoménologie, Ingarden élabore une (...) conception de la constitution réservée aux seuls objets intentionnels et expressément distincte de la phénoménologie génétique transcendantale. Ce faisant Ingarden rencontre sur le terrain esthétique une double difficulté et comme une double contrainte : rendre compte, d’une part, de la constitution des objets esthétiques qui ne sont pas donnés d’avance mais résultent variablement des opérations de concrétisation des divers récepteurs, et déterminer, d’autre part, les conditions de leurs valeurs, lesquelles relèvent à leur tour d’une opération de constitution soumise à variation. Nous essaierons alors d’envisager jusqu’à quel point Ingarden peut maintenir l’approche ontologique en position exclusive. (shrink)

Patricia White; Self-respect, Self-esteem and the ‘Management’ of Schools and Colleges, Journal of Philosophy of Education, Volume 21, Issue 1, 30 May 2006, Pag.

The language of evolutionary biology and psychology is built on concepts applicable in the first instance to individual strategic rationality but extended to the level of genetic explanation. Current discussions of mental disorders as evolutionary adaptations would apply that extended language back to the individual level, with potentially problematic moral/political implications as well as possibilities of confusion. This paper focuses on one particularly problematic area: the explanation of women's greater tendency to depression. The suggestion that there are "good evolutionary reasons" (...) for depression makes sense, and might be helpful to note in therapy, as implying that the tendency is not a defect. However, evolutionary adaptiveness should not be confused with individual or psychological adaptiveness. Besides making reference to an earlier environment, it presupposes a strategic standpoint that may not accord with the legitimate interests of the individual, as this example makes vivid. (shrink)

ABSTRACTThe health‐care reform promised by the Patient Protection and Affordable Care Act of March 2010 continues our dependence on a central feature of the American health‐care system: employer‐sponsored insurance . In this article I will criticize the assumptions regarding market and welfare concerns on which this dependence is based and argue that efforts to mandate ESI ignore both the dynamics of the employment relation and the nature of health‐care needs. A comparison between investing in employee education and investing in employee (...) health will reveal the pragmatic challenges to ESI and the covert appeal to employer beneficence on which ESI rests. This paper argues that relying on ESI to guarantee appropriate care for a significant segment of the population is undesirable and unsustainable from both market and moral perspectives. (shrink)

'Gilles Deleuze: A Symposium' Edited by Mike Fetherstone _Theory, Culture and Society_, vol. 14 no. 2, May 1997 ISSN 0263-2764 87 pp.

Recent work in ethical theory brings into question the ability of master-principle theories (utilitarianism, deontology, rights and duties, and social contracts) to provide guidance for normative behaviour and ethical reflection. Business ethics education and corporate ethics programmes are still heavily influenced by these theories which have been found to be deficient in adequately dealing with ethical reflection and guiding practice. There appears to be a dissonance between the fields of ethical theory and business ethics education. This paper explores this dissonance (...) by developing a business ethics pedagogical model which compliments master-principle theories with an enhanced or enlightened virtue ethics that incorporates the notions of pluralism, particularism, and intuitionism. Practical insights are provided through interviews with a sample of thirty-three directors in New Zealand. (shrink)

Theories concerning love in the West tend to be bound by the problematic constraints of patriarchal conceptions of what counts ontologically as “true” or “universal” love. It seems that feminist love studies must choose between shining light on these constraints or bursting through them. In this article I give a feminist analysis of Augustine of Hippo's theory of love through a philosophical, psychological, and theological reading of his complicated relationships with women. I argue that, given the “embodied” nature of his (...) many loves throughout his life, there is room in Augustine's account of love for a gendered reading of love that is unconstrained by patriarchal notions concerning which gender is capable of which kind of love. Augustine's theory of love is one that is not coldly universal but bodied and personal; indeed, although it is founded inside patriarchal historical constructions, it is capable of bursting out of these constraints and suggesting an egalitarian, nongendered view of love. (shrink)

Theories concerning love in the West tend to be bound by the problematic constraints of patriarchal conceptions of what counts ontologically as “true” or “universal” love. It seems that feminist love studies must choose between shining light on these constraints or bursting through them. In this article I give a feminist analysis of Augustine of Hippo's theory of love through a philosophical, psychological, and theological reading of his complicated relationships with women. I argue that, given the “embodied” nature of his (...) many loves throughout his life, there is room in Augustine's account of love for a gendered reading of love that is unconstrained by patriarchal notions concerning which gender is capable of which kind of love. Augustine's theory of love is one that is not coldly universal but bodied and personal; indeed, although it is founded inside patriarchal historical constructions, it is capable of bursting out of these constraints and suggesting an egalitarian, nongendered view of love. (shrink)

The target article presented a model to stimulate further research and ultimately, a more definitive theory of the ontogeny and phylogeny of hierarchically organized sequential activity. Methodologically, it was intended to stimulate methods for integrating data from different neuropsychological techniques. This response to Givon and Swann focuses on several substantive areas: the role of automaticity in hierarchically organized activity and its neural substrate, the neural ontogeny of planning, cognitive and neural architecture for language functions, and the role of environmental input (...) and interaction in the ontogeny and phylogeny of language, tools, and brain. (shrink)

Patricia White; Reply to Grenville Wall, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 247–250, https://doi.org/10.1111/j.1467-9752.

A partir do fatiamento horizontal de uma fotografia, este ensaio apresenta uma reflexão sobre perda de referências e dissolução de perspectivas. As imagens alongadas, seis fatias de um todo, são compreendidas como questionamentos sobre a impermanência da paisagem urbana.

El amor es sentimiento, afecto, inclinación y entrega a alguien, mientras que la obsesión es una perturbación anímica producida por una idea fija. Sentimiento y perturbación son cosas distintas y producen comportamientos bien diferentes. Sin embargo, el amor puede experimentarse como una idea con tenaz persistencia y como un deseo incontrolable.

The essays pay particular attention to tensions associated with attempts to balance the economic with the non-economic objectives of higher education, and ...

Any study of the 'Scientific Revolution' and particularly Descartes' role in the debates surrounding the conception of nature (atoms and the void v. plenum theory, the role of mathematics and experiment in natural knowledge, the status and derivation of the laws of nature, the eternality and necessity of eternal truths, etc.) should be placed in the philosophical, scientific, theological, and sociological context of its time. Seventeenth-century debates concerning the nature of the eternal truths such as '2 + 2 = 4' (...) or the law of inertia turn on the question of whether these truths were created along with nature, or were uncreated and subsisting in God's mind. One's answer to that question has direct consequences for conceptions of the necessity/contingency of mathematical and natural knowledge, how knowledge of such truths is accomplished by humans, and what grounds these truths. In this paper, I review the positions of four successors to Descartes' philosophy on the question of the eternal truths to illustrate how in specific ways that question with its theological, metaphysical, modal, and epistemological dimensions concerned the objectivity and certainty of the discoveries of the new science. Author Recommends: Clarke, Desmond. Descartes' Philosophy of Science . University Park, Penn State Press, 1982. This work provides an account of Descartes as a practicing scientist whose rationalism is mitigated by reliance on experiment and experience. Author re-examines Descartes' philosophical and scientific works in this new light. Dear, Peter. Revolutionizing the Sciences: European Knowledge and its Ambitions, 1500–1700 . Princeton, Princeton University Press, 2001. This work provides a useful overview of the issues and thinkers of the Scientific Revolution. Of particular relevance is chapter 8 on Cartesian and Newtonian science. Funkenstein, Amos. Theology and the Scientific Imagination from the Middle Ages to the Seventeenth Century . Princeton, Princeton University Press, 1986. This work is an advanced study of the theological and metaphysical foundations of early modern science. Discussions include questions of God's nature, God's knowledge in relation to human knowledge, providence, the laws of nature, and the truths of mathematics. In particular, chapter 3 discusses Descartes' account of the eternal truths and divine omnipotence. Garber, Daniel. Descartes' Metaphysical Physics . Chicago, University of Chicago Press, 1992. This work examines how Descartes' metaphysical doctrines of God, soul, and body set the groundwork for his physics. It includes a study of God and the grounds for the laws of physics (chapter 9). Henry, John. The Scientific Revolution and the Origins of Modern Science . 3rd ed. New York, Palgrave, Macmillan Press, 2008. This work provides a brief, general, and informative overview of the Scientific Revolution, including the themes of method, magic, religion, and culture. Osler, Margaret J. Divine Will and the Mechanical Philosophy: Gassendi and Descartes on Contingency and Necessity in the Created World . Cambridge, Cambridge University Press, 1994. This work is an examination and comparison of the mechanical philosophies of Gassendi and Descartes. It offers in-depth discussion of the issue of voluntarism and intellectualism in the period and how that related to conceptions of laws of nature and the eternal truths. Shapin, Steven. The Scientific Revolution . Chicago, University of Chicago Press, 1996. This work provides a critical synthesis of as well as a guide to recent scholarship in the history of science for a general readership. Online Materials Dr. Robert A. Hatch's Scientific Revolution Website: http://web.clas.ufl.edu/users/rhatch/pages/03-Sci-Rev/SCI-REV-Home/ A compendium of resources for the study of Scientific Revolution. Early English Books Online: http://eebo.chadwyck.com/home Early English Books Online (EEBO) contains digital facsimile page images of virtually every work printed in England, Ireland, Scotland, Wales and British North America and works in English printed elsewhere from 1473 to 1700. Early Modern Resources: http://www.earlymodernweb.org.uk/emr/ Early Modern Resources is a gateway for all those interested in finding electronic resources relating to the early modern period in history. Gallica, the Digital Library of the Bibliothèque Nationale de France: http://gallica.bnf.fr/ An ever-growing digital library which includes numerous primary and secondary texts of relevance to Descartes and his role in Scientific Revolution. Hatfield, Gary, 'René Descartes', The Stanford Encyclopedia of Philosophy. Spring 2009 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/spr2009/entries/descartes/ Slowik, Edward, 'Descartes' Physics', The Stanford Encyclopedia of Philosophy. Winter 2008 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/win2008/entries/descartes-physics/ Syllabus Sample Syllabus: Cartesian Science The following is five weeks covering Cartesian Science in a course on Descartes or the Scientific Revolution, or 17th-century theories of matter, or related themes on early modern truth and method, especially on the continent. This material is best suited to a graduate level audience, but it could be modified to suit an upper-division undergraduate course, as the readings are basically primary texts whose context and background can be explained in lectures. Week 1: Cartesian Revolution in France • Scientific method • Role of mathematics and experiment • Certainty of scientific knowledge Readings: Hatfield, Gary, 'René Descartes', The Stanford Encyclopedia of Philosophy. Spring 2009 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/spr2009/entries/descartes/ Descartes, Discourse on Method , Parts 1–3 Descartes, Meditations on First Philosophy , First Meditation. Week 2: Descartes' Scientific Treatises • Mechanization and mathematization of nature • Primary–secondary quality distinction Readings: Discourse on Method, Parts 4–6 Selections from Descartes' Scientific Essays: The World or Treatise on Light (ATXI 3–48); Treatise on Man (ATXI 119–202); Optics (ATVI 82–147). Slowik, Edward, 'Descartes' Physics', The Stanford Encyclopedia of Philosophy. Winter 2008 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/win2008/entries/descartes-physics/ Henry, John, 'The Mechanical Philosophy,' chapter 5. The Scientific Revolution and the Origins of Modern Science . 3rd ed. Macmillan, 2008. Week 3: Descartes' Theory of Nature • Descartes' derivation of the law of conservation and the three laws of motion • God's role in the metaphysics and physics of nature Readings: Selections from Principles of Philosophy, Preface (all); Letter to Elizabeth; Part I: 1–8; Part II: 1–45, 55, 64; Part III: 1–4, 15–19, 45–47; Part IV: 187–207. John Henry, 'Religion and Science,' chapter 6. The Scientific Revolution and the Origins of Modern Science . 3rd ed. Macmillan, 2008. Week 4: Post-1650 Cartesian Science: Necessity and Contingency in Nature • Debates on God, Creation, and Causes Readings: Easton, Patricia, 'What is at Stake in the Cartesian Debates on the Eternal Truths?' Philosophy Compass 4.2 (2009): 348–62. Malebranche, Nicolas, 'Elucidation 10', from The Search after Truth (1674). Note: All selections available in Nicolas Malebranche (1992). Philosophical Selections , edited by S. Nadler, Hackett. Gottfried Leibniz (1714) Monadology . Week 5: Causes in Nature and Morals • Theodicy as an explanation of defect and evil in a lawful universe: Malebranche v. Leibniz Readings: Nicolas Malebranche, Elucidation XVI (on occasionalism), and Treatise on Nature and Grace, Discourse One, Part 1. Gottfried Leibniz (1706), Theodicy. Focus Questions Weekly questions can be used to focus the readings. This can be done in a web or e-mail discussion thread, as a weekly assignment, or for in class discussion. I require students to post a short paragraph in response to the question or some posting by a classmate on the question. Students are required to post by 10 a.m. the day before we meet for class on a course website. Week 1: According to Descartes, what role does skepticism play in scientific reasoning? Week 2: Comment on the following: 'But I am supposing this machine to be made by the hands of God, and so I think you may reasonably think it capable of a greater variety of movements than I could possibly imagine in it, and of exhibiting more artistry than I could possibly ascribe to it' [ Treatise on Man ; ATXI 120]. Week 3: What is Descartes' conception of the relation between the metaphysics and physics of nature? Week 4: Critically discuss the positions of Descartes, Malebranche, and Leibniz on what provides the foundation for the certitude of natural knowledge? Week 5: Explain why both Malebranche and Leibniz consider moral sin to be analogous to natural defect? Seminar/Project Idea Hold a debate on the question of the status of the eternal truths. The proposition will be Descartes' position: 'Eternal truths must be both created and necessary if certainty in science is to be possible'. Format: 1. At the beginning of the 5-week module, students will be assigned to one of three roles: Team A, Team B, and judge's panel. Students will be given the debate proposition, but will not be told which team will take the affirmative and which team the negative until the time of the debate. 2. Recommend a variation on the Classic Debate Format to encourage the development of argument: sequence begins with affirmative construction (8 minutes), negative construction (8 minutes), second affirmative construction (8 minutes), second negative construction (8 minutes), first negative rebuttal (4 minutes), first affirmative rebuttal (4 minutes), final negative rebuttal (4 minutes) and final affirmative rebuttal (4 minutes). 3. Judges Panel: will consist of 3–4 judges who will assess the performance of Teams A and B. Judgment should be based on the persuasiveness of the team position. 4. Debate will be held at the end of the fifth week, or semester, whichever makes most sense given the course length and structure. Acknowledgements The author gratefully acknowledges the immensely helpful comments and suggestions by the participants in her graduate seminar on the Scientific Revolution: Benjamin Chicka, Sarah Jacques-Ross, Richard Ross, Marcella Stockstill, and Zohra Wolters. (shrink)

Se ofrece una reflexión sobre los avances y las tendencias de discusión en la historia de la tradición filosófica en Colombia y sus presupuestos historiográficos, como un aporte al debate sobre la relevancia de pensar las tradiciones filosóficas nacionales en el siglo XXI. A partir de las categorías valorativas de las diferentes producciones intelectuales se determina si hacen parte o no de la tradición filosófica nacional. El concepto de “normalización filosófica” es analizado como categoría interpretativa de la tradición colombiana y (...) se sugiere su obsolescencia dadas sus implicaciones; con el propósito de superar el reduccionismo, la exclusión y el sesgo al que conlleva esta categoría. Se propone la reivindicación de los intentos de análisis social del siglo XIX y de las producciones filosóficas regionales con el propósito de aportar a una reconstrucción decolonial, amplia y sin sesgos de la historia de la tradición de la filosofía colombiana. (shrink)

This study evaluated the functioning of children in early childhood education classroom routines, using the 3M Functioning in Preschool Routines Scale. A total of 366 children aged 36 to 70 months and 22 teachers from six early childhood education centers in Spain participated in the study. The authors used the Rasch model to determine the item fit and the difficulty of the items in relation to children's ability levels in this age range. The Rasch Differential Item Functioning analysis by child (...) age groups showed that the item difficulty differed according to the children's age and according to their levels of competence. The results of this study supported the reliability and validity of the 3M scale for assessing children's functioning in preschool classroom routines. A few items, however, were identified as needing to be reworded and more difficult items needed to be added to increase the scale difficulty level to match the performance of children with higher ability levels. The authors introduced the new and reworded items based on the results of this study and the corresponding ICF codes per item. Moreover, the authors indicate how to use the ICF Performance Qualifiers in relation to the 3M scale response categories for developing a functioning profile for the child. (shrink)