The rapidly expanding universe of information, media, and learning experiences available through digital technology is creating unique opportunities and vulnerabilities for children and adolescents. These issues are particularly salient during the developmental window at the transition from childhood into adolescence. This period of early adolescence is a time of formative social and emotional learning experiences that can shape identity development in both healthy and unhealthy ways. Increasingly, many of these foundational learning experiences are occurring in on-line digital environments. These expanding (...) vulnerabilities and opportunities are being further amplified for young adolescents growing up in low resourced settings around the world. Cultural and contextual factors influence access, use, and appropriation of digital technology. Further, neurobehavioral changes associated with the onset of puberty often coincide with entry into social media and more autonomous use of technology. In low-and-middle-income countries (LMICs), disparities in access, use, and appropriation of digital media can amplify prevailing economic gaps, and compound gender inequalities during early adolescence. In LMICs, adolescents are often the early adopters of mobile technology and social media platforms. While the impact of social media on the well-being, particularly mental health, of young adolescents has been a focus of research in high-income countries (HICs), much less is known about the impacts of social media use on young adolescents in LMICs. In this paper, we review what is known about the interaction between digital media and early adolescent development. We highlight crucial gaps in the evidence in LMICs; and describe some hypotheses and areas for future research to address these compelling issues. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Russell's external world: 1912-1921 by Ronald E. Nusenoff IN "The Relation of Sense-data to Physics",lOur Knowledge ofthe External World,2 and "The Ultimate Constituents ofMatter",3 Russell presents a phenomenalistic reduction ofphysical objects. On this theory, the external world becomes a physical space of six dimensions, which must be logically constructed by a three-dimensional ordering of three-dimensional phenomenal spaces. In what follows, we will consider Russell's varying views, from causal (...) realism in The Problems of Philosophy,4 through phenomenalism, to neutral monism in The Analysis ofMind,5 on the nature ofthe external world. We will pay particular attention to the relation between physical and phenomenal space, and the status ofthe causal theory ofperception. 1. Realism (1912) In The Problems ofPhilosophy, Russell distinguishes a single "real" space ofscience from the "apparent" spaces ofperception. He begins with various cases of perceptual relativity, illusion, etc., and from these infers that those object which are immediately known to us are not the physical objects which the layman might take them to be. Rather, what are immediately known are sense-data, these being caused by, and so in some sense "corresponding" to, physical obI "The Relation of Sense-data to Physics", Scientia, 4 (1914), reprinted as Chapter VIII of Mysticism and Logic and Other Essays (London, 1918). 2 Our Knowledge ofthe External World as a Fieldfor Scientific Method in Philosophy (London, 1914). 3 "The Ultimate Constituents of Matter", Monist, 25 (1915), reprinted as Chapter VII of Mysticism and Logic. 4 The Problems ofPhilosophy (London, 1946 [lst published, 1912]). 5 The Analysis of Mind (London, 1921). 65 66 Russell, nos. 29-32 (1978) jects. Physical objects are located in "one public all-embracing physical space", while "our sense-data are situated in our private spaces, either the space of sight or the space of touch or such vaguer spaces as other senses may give us".6 Through experience, we are able to correlate these various private sense-data spaces (i.e., in so far as we can correlate experiences in one with experiences in another). What Russell does not go on to do here is define physical space in terms of private spaces. Given that (a) Space is relational rather than absolute, and (b) All that we can know about physical objects is that both they and their relations "correspond" to our sense-data and their relations, then (c) "we may assume that there is a physical space in which physical objects have spatial relations corresponding to those which the corresponding sense-data have in our private spaces".7 Our knowledge of physical space is then merely knowledge of relative position, and other features, e.g., shape, are "only supposed to correspond to the physical space so far as is required for the preservation of the order".8 On this view, the existence ofa physical space is necessitated solely by, and so is no more plausible than, the need for physcial objects. Russell's argument for accepting our "instinctive" belief that physical objects exist is less than compelling. Since this belief does not lead to any difficulties, but on the contrary tends to simplify and systemize our account of our experiences, there seems no good reason for rejecting it.9 In what follows, ~e shall see that Russell's phenomenalism is not explainable as differing from the realism found in The Problems of Philosophy merely in the rejection of this "instinctive" belief. II. Phenomenalism (1914-?) In his "Reply to Criticisms" in the Schilpp collection,IO Russell seems to deny that he ever really accepted phenomenalism. 6 The Problems of Philosophy, pp. 30-1 7 Ibid., p. 31. 8 Ibid., p. 33. 9Ibid., p. 24. 10"Reply to Criticisms", in P.A. Schilpp (ed.), The Philosophy ofBertrand Russell (Evanston and Chicago, 1944), pp. 679-741. Russell's external world 67 Mr. Boodin quotes a passage from me according to which it appears that at a certain time I thought only percepts were real. This was a technical hypothesis which I was trying to make logically adequate. II However, only a few pages earlier he had remarked: There are some who would deny that physics need say anything about what cannot... (shrink)

In this paper, I pay tribute to Jonathan Webber, one of the most dependable interpreters among recent Sartre scholars. I do so by challenging both him and Sartre on an issue that has long frustrated my work on Sartre. In short, Sartre contends that the For-itself’s desire to be Being-in-itself-for-itself is in bad faith. This raises two issues: Is this desire to be ens causa sui part of the ontological structure of the For-itself? If so, is bad faith an essential (...) part of the human being? I contend that the desire to be the In-itself-for-itself is, on Sartre’s premises, part of the ontological structure of an existing human being. As our original flight from freedom and “fundamental project,” this constitutes bad faith’s “coming into the world,” and remains part of Being-for-itself’s “natural” disposition to bad faith. (shrink)

A sketch of the journey -- The young professor in Nebraska, 1928-1939 -- Finding oneself in a woods, 1939-1949 -- Midway upon the journey, 1949-1951 -- Coming to oneself where the right way was lost, 1951-1965 -- Knowing how to go on, Texas, 1965-1978.

This text provides a comprehensive and timely examination of the most pertinent factors affecting institutional ethics committees, for ethicists, trustees, administrators, physicians, clergy, nurses, social workers, attorneys and others with an interest in ethics committees.

I have two aims: to analyze Jonathan Webber’s analysis of bad faith and compare it to my own, traditional, account and to show that Webber’s focus on character, as a set of dispositions or character traits that incline but do not determine us to view the world and behave in certain ways, contributes further to understanding Sartre’s ‘bad faith’. Most Sartre scholars have ignored any emphasis on ‘character’. What is distinctive and emphatic in Webber’s interpretation is his insistence ‘on bad (...) faith’ as a ‘social disease’ distorting the way one views, interprets, and even thinks about the world.. But, again, this pattern is not deterministic. Early in his work, Webber tells us that Sartre does not claim that we have bad faith by ‘ascribing character traits where there are none but by pretending to ourselves that we have ‘fixed natures’ that e.g. preclude the behaviour or character trait of which one is being accused.Though hardly disagreeing radically with Webber I do offer critical considerations. While Webber focuses on character, I focus on Sartre’s contention that the ‘most basic’ or ‘first act’ of bad faith is ‘to flee from what [the human being] cannot flee, from what it is’, specifically human freedom. And I disagree partially with Webber’s articulation of the ‘spirit of seriousness’, and strongly with both Sartre’s and his supporting claim that bad faith cannot be cynical. I also demur from Webber’s overemphasis on the ‘social’. For me, the root of all bad faith is our primitive ontological condition; namely, that at its very ‘upsurge’, human reality, anguished by its ‘reflective apprehension’ of its freedom and lack of Being, is disposed to flee from its nothingness in pursuit of identity, substantiality - in short, Being. (shrink)

The purpose of this article is to describe the operation of a four-year prevention and awareness campaign organized by an evangelical social action network that mobilized Brazilian local churches to confront the sexual exploitation of children and adolescents before and during the FIFA 2014 World Cup. The aspects explored in this article are: the birth of the campaign; the manner in which an evangelical network served as a catalyst to mobilize the church to confront sexual violence; and the lessons learned (...) from this experience. It was found that the problem of sexual exploitation of children and adolescents can be addressed through an enlightened and engaged church that accepts the biblical mandate to act with justice and mercy to the “least of the least” in our society: children. The church is a sleeping giant that must be awakened to break the silence of sexual violence and be a strong advocate for vulnerable children. (shrink)

"I don't want to hurry it ... When you want to hurry something, that means you no longer care about it and want to get on to other things. I just want to get at it slowly, but carefully and thoroughly, with the same attitude I remember was present just before . It is that attitude that found it, nothing else.".