The low and shrinking numbers of women in higher computer science education is a well-known problem in most Western countries. The dominant Western perception of the relationship between gender and computer science codes the latter as “masculine,” and the low number of women is seen at least partly as an effect of that coding. Malaysia represents a different case. There are large numbers of women in computer science, and computer science is not perceived as “masculine.” Rather, it is deemed as (...) providing suitable jobs and good careers for women. This reflects an understanding of gender where femininities are constructed by association to office work, commonly recognized as a woman-friendly space because it is seen as more safe and protected than, for example, construction sites and factories. The findings suggest that gender and computer science may be more diversely coproduced than commonly believed in Western research. (shrink)

This article combines the idea of the active interview with insights from science studies and suggests that some concepts from science studies, like boundary objects and trading zones, should be utilized to understand and facilitate the production and analysis of data in a transcultural interview. This is illustrated by examples from interviews that the author conducted with women computer science students and faculty in a university in Malaysia. The article argues that the understanding of, as well as the performance of (...) the transcultural interview might benefit from the highly pragmatic character of scientific investigations, focusing on using locally available resources to produce knowledge; and that this in turn may enhance our capacity to do feminist research. (shrink)

It is widely acknowledged that emotions can be regulated in an astonishing variety of ways. Most research to date has focused on explicit (effortful) forms of emotion regulation. However, there is growing research interest in implicit (automatic) forms of emotion regulation. To organise emerging findings, we present a dual-process framework that integrates explicit and implicit forms of emotion regulation, and argue that both forms of regulation are necessary for well-being. In the first section of this review, we provide a broad (...) overview of the construct of emotion regulation, with an emphasis on explicit and implicit processes. In the second section, we focus on explicit emotion regulation, considering both neural mechanisms that are associated with these processes and their experiential and physiological consequences. In the third section, we turn to several forms of implicit emotion regulation, and integrate the burgeoning literature in this area. We conclude by outlining open questions and areas for future research. (shrink)

Race/Class/Gender otherwise known as Intersectionality is one of the most important theoretical precepts developed in the past two decades in women's and gender studies and in the social sciences and humanities. Yet the concept remains elusive and poorly understood. This book seeks to solve these problems by answering the basic questions surrounding intersectionality in prose undergraduate students can understand and appreciate.

To counter confusion about the term ‘mentor’, and address concerns about the scarcity of mentoring, I argue for an “honorific” definition, according to which a mentor is virtuous like a saint or hero. Given the unbounded commitment of mentors, mentoring relationships must be voluntary. In contrast, the role of advisor can be specified, mandated, and monitored. I argue that departments and research groups have a moral responsibility to devise a system of roles and structures to meet graduate students’ and postdoctoral (...) fellows’ needs for information and advice. (shrink)

This collection brings together a selection of writings on art by the internationally acclaimed novelist, historian and critic Marina Warner. For 30 years Warner has published widely on a range of art-world subjects and objects, from contemporary installation and film works to paintings by Flemish and Italian Renaissance masters, through Victorian photography and twentieth-century political drawings and prints. Warner's extraordinary curiosity in art and culture is conveyed in writing that is at once poetic and playful, elegant and rigorous, training our (...) eyes on the smallest of details while painting a broad-brushstroke landscape of art past and present. Themes familiar to Warner's readers--myth and fantasy, psychic and sexual experience, the vast and marvelous expanse of the human imagination--are treated in the lectures and articles, stories, interviews and essays contained here, some of which are published for the first time or republished from out-of-print sources. For the first of two volumes, editor Vivian Sky Rehberg has assembled themed sections titled "Playing in the Dark," "Telling Tales" and "Phantom Technologies." Texts include interviews with Tacita Dean and Paula Rego; catalogue essays on Leonora Carrington, Henry Fuseli, Zarina Bhimji, Tony Oursler and Fischli/Weiss; articles on Tracy Emin, Marlene Dumas, Louise Bourgeois; stories for artist's books by Kiki Smith and Helen Douglas; and lectures on Francis Bacon, Hieronymous Bosch and William Kentridge. "The Symbol Gives Rise to Thought" invites us to explore new ways of seeing and engaging with the traces of our artistic heritage. Marina Warner is a writer of fiction, criticism and history. Holder of 12 honorary degrees and two honorary fellowships, Warner is a Fellow of the British Academy and of the Royal Society of Literature. She has judged the The Jerwood Drawing Prize and the Turner Prize; she is a regular broadcaster on the BBC, and has taught and given lectures worldwide, including the National Gallery and ICA, London and the Prado in Madrid; she has delivered the Presidential Lecture at Stanford University and the Carpenter Lecture at Harvard. She has been awarded a CBE, Chevalier de l'Ordre des Arts et des Lettres, France and Commendatore dell'Ordine della Stella di Solidareità, Italy. Warner is a winner of the Aby Warburg Prize and a Getty Scholar. Vivian Sky Rehberg is an art historian and critic based in Paris and Rotterdam. A founding editor of "Journal of Visual Culture," she is a contributing editor of "Frieze," and has written for numerous contemporary art publications. Previously Chair of the department of Critical Studies at Parsons Paris School of Art + Design, where she taught modern and contemporary art, Rehberg is currently Course Director for the Masters in Fine Art at Piet Zwart Institute in Rotterdam.. (shrink)

This study examined the relationship between individual differences in executive functions (EF; assessed by measures of working memory, Stroop, trail making, and verbal fluency) and ability to down-regulate and up-regulate responses to emotionally evocative film clips. To ensure a wide range of EF, 48 participants with diverse neurodegenerative disorders and 21 older neurologically normal ageing participants were included. Participants were exposed to three different movie clips that were designed to elicit a mix of disgust and amusement. While watching the films (...) they were either instructed to watch, down-regulate, and up-regulate their visible emotional responses. Heart rate and facial behaviours were monitored throughout. Emotion regulatory ability was operationalised as changes in heart rate and facial behaviour in the down- and up-regulation conditions, controlling for responses in the watch condition. Results indicated that higher verbal fluency scores were related to greater ability to regulate emotion in both the down-regulation and up-regulation conditions. This finding remained significant even after controlling for age and general cognitive functioning. No relationships were found between emotion regulation and the other EF measures. We believe these results derive from differences among EF measures, with verbal-fluency performance best capturing the complex sequence of controlled planning, activation, and monitoring required for successful emotion regulation. These findings contribute to our understanding of emotion–cognition interaction, suggesting a link between emotion-regulatory abilities and individual differences in complex executive functions. (shrink)

The current pandemic represents unprecedented times in medical education. In addition to the already strenuous demands of medical school, the SARS-CoVid-2 pandemic introduced a new source of ethical and moral pressure on students. Medical students navigated finishing their didactic years in isolation and initiated their clinical rotations in a pandemic environment. Many medical students found themselves in the frustrating position of being non-essential healthcare workers but still wanting to help. This paper follows the personal and shared experiences of a second-year (...) medical student transitioning to their third year. In particular, this paper examines the author’s personal ties to the disability community through their family, and how this impacted their approach in striving to aid in the pandemic. (shrink)

Few parents-to-be consider that their child may be born with ambiguous sex. Still, parents of a newborn child with ambiguous sex are expected to make a far-reaching decision for the child: should the child be operated upon so that it has either female or male genitals? The aim of this article is to examine, phenomenologically, why parents decide to have their children undergo genital surgery when it is not necessary for the child’s physiological functions. Drawing on phenomenological work by Maurice (...) Merleau-Ponty, Simone de Beauvoir and Sara Ahmed, we examine parents’ frustration when their child’s sex is ambiguous and their experiences of the practice of medical sex assignment. We also examine parental identity work when the child has been assigned a sex and the interaction between parents and medical professionals when parents make decisions regarding surgery on their child. Furthermore, we provide a critical perspective on the surgical practice. (shrink)

Most objectivist and dispositionalist theories of color have tried to resolve the challenge raised by color variations by drawing a distinction between real and apparent colors. This paper considers such a strategy to be fundamentally erroneous. The high degree of variability of colors constitutes a crucial feature of colors and color perception; it cannot be avoided without leaving aside the real nature of color. The objectivist theory of color defended in this paper holds that objects have locally many different objective (...) colors. Most color variations are then real and result from the extreme richness of color properties. (shrink)

Drawing on Jewish dimensions in the works of Franz Kafka, Walter Benjamin, Gershom Scholem, Hannah Arendt, and Paul Celan, Vivian Liska reflects on the dialogues between these contemporaries and traces the changing role that Jewish tradition has played in the development of modern thought. She notes how these intellectuals and philosophers transmitted their particular visions of modernity but also viewed them in the light of the Jewish tradition’s legacies and challenges. Liska argues that these visions derive from a paradoxical (...) dynamic, namely that the attempt to break with convention also calls for using deep-seated figures of thought. (shrink)

The commodification of silence responding to a disturbing environment is integrated in the growing attention economy. This paper suggests that the idea of silence embedded in these products preclude fruitful understandings of—and interventions in—theproblematics they address, and it proposes Cage’s silence as a more efficacious model for understanding our problems with a disturbing environment, and a better practice for intervening in it. Informed by Yves Citton’s ecology of attention the paper argues that Cage’s silence centers the interplay of attention, subjectivity (...) and intentionality, as it takes play between us and the background, which to some extent produces us. And finally, it suggests that the Cagean practice of paying attention to this background is what Citton calls a “micropolitics of attention”, because it reveals the background as a battleground. (shrink)

ABSTRACTThis article focuses on ethical challenges for journalists when contacting and interviewing vulnerable sources about grief in connection with crime and accidents. The study is based on in-d...

Gornick on V. S. Naipaul, James Baldwin, George Gissing, Randall Jarrell, H. G. Wells, Loren Eiseley, Allen Ginsberg, Hayden Carruth, Saul Bellow, and Philip Roth and the intimate relationship between emotional damage and great literature.

Der Band enthält zwei von Schleiermacher veröffentlichte Übersetzungswerke aus dem Englischen, die nach Inhalt und Interessenausrichtung sehr unterschiedlich sind. Schleiermacher publizierte 1798 zwei Teilbände „Predigten“ mit insgesamt 24 Predigten von Joseph Fawcett, die ursprünglich unter dem Titel „Sermons“ 1795 in London erschienen waren. Diese Übersetzung wird hier nach ihrer Publikation vor über 200 Jahren erstmals erneut gedruckt und editorisch erschlossen. Dabei wird der englische Text synoptisch dargeboten. Fawcett hat in seinen Predigten weit über 400 Textstellen durch Anführungszeichen markiert, aber niemals (...) eine Quelle seiner Zitate angegeben. Schleiermacher versah seine Übersetzung in Fußnoten mit 110 Nachweisen zu Bibelstellen. In der Edition sind alle Fawcett-Zitatstellen erfasst und behandelt. Sodann verdeutschte Schleiermacher mit Henriette Herz den 1799 in London von Mungo Park vorgelegten Bericht „Travels in the interior districts of Africa“ über die Erkundung des westafrikanischen Flusses Niger. Diese anonym erschienene Übersetzung, die bezüglich der Leistungen der beteiligten Personen nicht restlos aufzuklären ist, wurde 1799 in Berlin unter dem Titel „Reisen im Innern von Afrika“ publiziert. Nur der Textteil, den Schleiermacher nach eigenem Briefzeugnis selbst vollständig übersetzt hat, wird synoptisch präsentiert; die anderen Textteile werden allein in deutscher Textfassung mitgeteilt. (shrink)

Traditional theory of mind (ToM) accounts for social cognition have been at the basis of most studies in the social cognitive neurosciences. However, in recent years, the need to go beyond traditional ToM accounts for understanding real life social interactions has become all the more pressing. At the same time it remains unclear whether alternative accounts, such as interactionism, can yield a sufficient description and explanation of social interactions. We argue that instead of considering ToM and interactionism as mutually exclusive (...) opponents, they should be integrated into a more comprehensive account of social cognition. We draw on dual process models of social cognition that contrast two different types of social cognitive processing. The first type (labeled Type 1) refers to process es that are fast, efficient, stimulus-driven, and relatively inflexible. The second type (labeled Type 2) refers to processes that are relatively slow, cognitively laborious, flexible, and may involve conscious control. We argue that while interactionism captures aspects of social cognition mostly related to Type 1 processes, ToM is more focused on those based on Type 2 processes. We suggest that real life social interactions are rarely based on either Type 1 or Type 2 processes alone. On the contrary, we propose that in most cases both types of processes are simultaneously involved and that social behavior may be sustained by the interplay between these two types of processes. Finally, we discuss how the new integrative framework can guide experimental research on social interaction. (shrink)

The theory of mind (ToM) framework has been criticised by emerging alternative accounts. Each alternative begins with the accusation that ToM's validity as a research paradigm rests on the assumption of the ‘unobservability’ of other minds. We argue that the critics' discussion of the unobservability assumption (UA) targets a straw man. We discuss metaphysical, phenomenological, epistemological, and psychological readings of UA and demonstrate that it is not the case that ToM assumes the metaphysical, phenomenological, or epistemological claims. However, ToM supports (...) the psychological UA as a claim about cognitive processes responsible for mindreading. The latter can be interpreted as a claim that (a) neither the other's ‘mindedness’ in general nor the other's particular mental states are observable (i.e. apprehended perceptually); (b) particular mental states are unobservable, whereas some aspects indicative of ‘mindedness’ are observable; (c) some mental states are unobservable but some are also observable. Whereas the critics tend to attribute (a) to ToM, most ToM accounts actually take positions (b) or (c). We conclude that the allegations against ToM for positing UA are seriously misdirected. We further bring out an important stipulation of any account of observability of mental states: mental states are not observable in the same way as the sensory properties of physical objects. (shrink)

This commentary argues that Gallagher's account of direct social perception has remained underdeveloped in several respects. Gallagher has not provided convincing evidence to support his claim that mindreading is rare in social situations. He and other direct perception theorists have not offered a substantive critique of standard theories of mindreading because they have attacked a much stronger claim about the putative unobservability of mental states than most theories of mindreading imply. To provide a genuine alternative to standard theories of mindreading, (...) the direct perception theorist needs to provide more detailed answers to the following questions: What are the criteria for distinguishing perceptual processes from non-perceptual processes? How exactly does direct social perception function on the subpersonal level? What is the content of direct social perception? How does direct perception theory relate to more recent developments in the mindreading literature? (shrink)

The Papanicolaou (Pap) smear, also called the Pap test, cyto test, cervical smear or cervical cytology, has been described as the most widely used and established cancer-screening technology in the world. It has also been described as a very simple technology including a brush, a microscope slide, fi xative and cervical cells from women. In 1928, George N. Papanicolaou, a Medical Doctor, investigator, PhD in zoology and Aureli Babes (1928/1967), a Romanian pathologist, each independently claimed to have found a ‘very (...) simple’ technique, which provided a new possibility for early diagnostics of cancer/malignant tumours in the female genital tract/uterine cervix. The technique was subsequently named after Papanicolaou who, according to Wied (1964: 174), was more successful than Babes in ‘stimulating the introduction of mass screening projects which are the actual benefi t of the method’. (shrink)

Despite the bombardment of AI ethics frameworks (AIEFs) published in the last decade, it is unclear which of the many have been adopted in the industry. What is more, the sheer volume of AIEFs without a clear demonstration of their effectiveness makes it difficult for businesses to select which framework they should adopt. As a first step toward addressing this problem, we employed four different existing frameworks to assess AI ethics concerns of a real-world AI system. We compared the experience (...) of applying the AIEFs from the perspective of (a) a third-party auditor conducting an AI ethics risk assessment for the company, and (b) the company receiving the audit outcomes. Our results suggest that the feel-good factor of doing an assessment is common across the AIEFs that can take anywhere between 1.5 and 20 h to complete. However, each framework provides different benefits (e.g., issue discovery vs. issue monitoring) and is likely best used in conjunction with one another at different stages of an AI development process. As such, we call on the AI ethics community to better specify the suitability and expected benefits of existing frameworks to enable better adoption of AI ethics practice in the industry. (shrink)

In this paper we defend structural representations, more specifically neural structural representation. We are not alone in this, many are currently engaged in this endeavor. The direction we take, however, diverges from the main road, a road paved by the mathematical theory of measure that, in the 1970s, established homomorphism as the way to map empirical domains of things in the world to the codomain of numbers. By adopting the mind as codomain, this mapping became a boon for all those (...) convinced that a representation system should bear similarities with what was being represented, but struggled to find a precise account of what such similarities mean. The euforia was brief, however, and soon homomorphism revealed itself to be affected by serious weaknesses, the primary one being that it included systems embarrassingly alien to representations. We find that the defense attempts that have followed, adopt strategies that share a common format: valid structural representations come as “homomorphism plus X”, with various “X”, provided in descriptive format only. Our alternative direction stems from the observation of the overlooked departure from homomorphism as used in the theory of measure and its later use in mental representations. In the former case, the codomain or the realm of numbers, is the most suited for developing theorems detailing the existence and uniqueness of homomorphism for a wide range of empirical domains. In the latter case, the codomain is the realm of the mind, possibly more vague and more ill-defined than the empirical domain itself. The time is ripe for articulating the mapping between represented domains and the mind in formal terms, by exploiting what is currently known about coding mechanisms in the brain. We provide a sketch of a possible development in this direction, one that adopts the theory of neural population coding as codomain. We will show that our framework is not only not in disagreement with the “plus X” proposals, but can lead to natural derivation of several of the “X”. (shrink)

The incorporation of digital technologies in higher education has become a research topic actualized by the Covid-19 pandemic, including the re-thinking of theories and ontological assumptions supporting the role of these technologies in blended learning. Using nursing education in urban Sweden as an example, I present a reflexive and postphenomenological analysis of critical incidents during the use of an online assessment software for high stakes exams during the Covid-19 outbreak. Based on the analysis, I argue that the rapid digitalization prompted (...) by the Covid-19 outbreak illuminates the importance of articulating digital technologies in higher education as human-technology relations in light of the philosophy of technology, notably postphenomenology. I conclude that postphenomenology can be helpful to clarify the non-neutrality and multistability of digital technologies and to articulate nuances of the human-technology relation, in blended learning. (shrink)

Chaque nouvelle technologie suscite des illusions sur les nouvelles possibilités d'accès aux connaissances qu'elle ouvre à tous. Cet article s'intéresse aux différents types d'offres éducatives accessibles sur Internet, de la moins structurée à la plus organisée, et s'appuie sur des travaux de recherche pour mettre en évidence le fait qu'il existe un fossé entre la liberté potentielle d'accès aux savoirs et son accès effectif. Il souligne les diverses difficultés rencontrées par les apprenants et rarement prises en compte par l'institution éducative, (...) et il insiste sur l'importance de la fonction tutorale pour aider les moins armés, qui sont aussi les plus nombreux, à acquérir l'autonomie nécessaire à ce mode d'apprentissage. Il conclut que, faute d'un investissement important dans ce domaine, l'égalité des chances et la «liberté d'apprendre» pour tous, dont les formations en ligne se prétendent ou se voudraient porteuses, ne peuvent que demeurer des mythes.Every new technology creates illusions about the new possibilities it opens up access to knowledge for all. This article looks at different types of educational opportunities available on the Internet, the less structured to more organized and is based on research to highlight the fact that there is a gap between the potential freedom access to knowledge and effective access. It highlights the various problems encountered by learners and rarely taken into account by the educational institution, and emphasizes the importance of the role of tutor to help those less armed, who are also the most likely to acquire the necessary autonomy this mode of learning. He concludes that without a significant investment in this area, equal opportunities and the "freedom to learn" for all, including online training would pretend or carriers, can only remain myths. (shrink)

Today, intimate partner violence is addressed by most government authorities, including the government of Åland. In Åland the government required the official organizations to implement an Operation Kvinnofrid Programme. In this study, a descriptive case study design was used to explore the impact of the government's recommendations to the organizations to implement the programme. The organizations responses were limited. They used a top‐down approach and almost no resources were allocated to the issue.

Als eine Neuerung der industriellen und postalischen Moderne des ausgehenden 19. Jahrhunderts steht die Postkarte in medienkultureller Differenz zum Brief. Ist für jenen der paradigmatische Akt verbaler Intensität und Extension (des »Schreibens« oder »Verfassens«) konstitutiv, repräsentiert die Postkarte ein gegenläufiges Modell der Reduktion und Substitution der Schrift. Die Postkarte symbolisiert das pointierte Signal, dessen Wert aus der Könnerschaft des Sendens bezogen wird. Aufzuzeigen, in welcher Weise das Kurzkommunikationsmedium maßgeblich an der Herausbildung einer modernen Kultur der Sendung beteiligt war, ist Ziel (...) des Beitrags. As a novelty of the industrial and postal modernism of the late 19th century, the postcard differs from the letter in terms of media culture. While the paradigmatic act of verbal intensity and extension (of “writing” or “composition”) is constitutive for the latter, the postcard represents an opposing model of reduction and substitution of scripture. The postcard symbolizes the trenchant signal whose value is obtained from the mastery of sending. To show in what way the medium of short communication has been instrumental in the emergence of a modern culture of “sending” is the aim of this paper. (shrink)

BackgroundDespite the extensive research on war atrocities and risk factors for psychopathology, there is a paucity of research on the potential mediating and moderating effect of neuroticism in refugee children and adolescents.ObjectiveThis study aimed to analyze whether neuroticism mediated and/or moderated the relationship between war atrocities and different types of psychopathology in Syrian refugee children and adolescents who resettled in Lebanon and Jordan.Participants and SettingParticipants were 1,000 Syrian refugee children and adolescents of both sexes.MethodsQuestionnaires were administered in an interview format (...) with children at school by two trained psychologists. Descriptive statistics and inter-correlations among variables were used Then the mediator and moderator effect of neuroticism in the relationship between war atrocities and posttraumatic stress, emotion regulation and behavioral and emotional disorders were examined.ResultsA partial mediating effect of neuroticism on posttraumatic stress disorder, emotion dysregulation, and emotional and behavioral disorders was revealed. Findings also indicated full moderating effects of neuroticism on PTSD as well as partial moderating effects on emotion dysregulation, and emotional and behavioral.ConclusionsFindings contribute to the neuroticism literature by showing that high-N children develop more problems that are psychopathological and have more severe affective reactions to war atrocities in post- resettlement contexts. Early interventions aimed to reduce neuroticism might contribute to a better prognosis in refugee children at high-risk for psychological disorders. (shrink)

Neste artigo, compreende-se o neoliberalismo como um fenômeno complexo, em constante transformação, dotado de racionalidade. Defendese a Educação como um dos elementos centrais para aplicação e atuação de tecnologias políticas constituintes da racionalidade neoliberal. O artigo resulta da articulação dos achados de duas pesquisas, no sentido de compor uma trama analítica de discursos sobre docência, divulgadas veiculados na contemporaneidade. Trata-se de uma análise macro – campanhas e projetos com foco na docência divulgadas pela Rede Latino-Americana pela Educação – e de (...) seus desdobramentos discursivos em termos micro – especialmente nas campanhas eleitorais brasileiras. As análises realizadas compreendem a articulação entre as campanhas e os projetos da Reduca e as propostas político-eleitorais brasileiras como um conjunto de práticas materializantes e constituintes da agenda educacional-neoliberal latinoamericana. Inscreve “a formação continuada e a valorização de professores” como categoria analítica emergente dos documentos analisados. Tal categoria exerce papel central na consolidação da racionalidade do projeto neoliberal, resultando em inúmeras formas de pautar a Educação a partir da profissionalização e da legitimação do papel docente. Conclui-se que a ressignificação de “boas” práticas pedagógicas na contemporaneidade se constituiu a partir de processos de responsabilização dos docentes, principalmente pautados pela premissa neoliberal da performance individual, presente tanto nos discursos políticos eleitorais brasileiros quanto nos empresariais. Além disso, existe uma forte atuação dos empresários na área da Educação, em diferentes países da América Latina, de modo que compreender como a Educação vem sendo reinscrita a partir dessa e de outras redes de políticas educacionais é fundamental para se desnaturalizar os discursos transmitidos por tais redes, que materializam a agenda educacional contemporânea. (shrink)

A hermenêutica filosófica de Hans-Georg Gadamer se destacou por ter elevado a “hermenêutica” ao estatuto de uma teoria filosófica. Desse modo, ela se integrou ao conjunto de paradigmas, os quais forneceram no século XX uma base conceitual para refletirmos sobre problemas filosóficos contemporâneos. Falar sobre um tema partindo da _filosofia hermenêutica_ significa defender a tese de que toda compreensão de um “outro” já está assentada em uma interpretação de mundo e, além disso, tem efeitos sobre a nossa vivência uns com (...) os outros. Vendo nessa tese uma abertura para pensarmos questões de ordem teórico-prática e reconhecendo sua relação com a problemática da _ética_, apresentaremos os argumentos que sustentam a aproximação entre a compreensão hermenêutica e os modos de comportamento éticos. (shrink)

Este artigo tem como tema o problema filosófico da fundamentação da moral com o objetivo de apresentar o sentido e a validade de uma ética feminista. Parte-se da hipótese de que uma ética feminista se distinguiria das éticas antigas e apresentaria uma alternativa adequada ao problema da fundamentação da moral, bem como dos conflitos morais atuais, em especial, pelo tipo de solução que propõe, a qual segue uma lógica construída mediante uma práxis humana determinada. Em outros termos, o objetivo deste (...) artigo é ajudar a compreender como um conteúdo da moralidade surgido de elementos históricos, temporais, culturais pode ser construído; nesse caso, ligado às condições das mulheres surgidas no meio social. Para tanto, será apresentada uma nova concepção de ética e o exemplo de uma ética capaz de orientar uma solução para conflitos morais atuais, a ética feminista do cuidado de Carol Gilligan. (shrink)

Name der Zeitschrift: Der Islam Jahrgang: 93 Heft: 2 Seiten: 600-602.

This is a phenomenological description of the inner voice experience (IVE) that emerged from a phenomenological research of the IVEs of twenty ordinary people. Research on IVEs of ordinary people is thin. If inner voices are studied at all, they are studied from a psychological or religious perspective where phenomenology allows for a multi- disciplinary view of this human experience. This description of the actual lived experienced of hearing an inner voice emerged through an iterative phenomenological analysis following Van Manen (...) (1990). It contributes a much needed new perspective on the experience of hearing an inner voice and human nature. Included in this paper is a short overview of phenomenological thought as it pertains to the study of the IVE and. (shrink)

Different types of tasks exist, including tasks for research purposes or exams assessing knowledge. According to expectation-value theory, tests are related to different levels of effort and importance within a test taker. Test-taking effort and importance in students decreased over the course of high-stakes tests or low-stakes-tests in research on test-taking motivation. However, whether test-order changes affect effort, importance, and response processes of education students have seldomly been experimentally examined. We aimed to examine changes in effort and importance resulting from (...) variations in test battery order and their relations to response processes. We employed an experimental design assessing N = 320 education students’ test-taking effort and importance three times as well as their performance on cognitive ability tasks and a mock exam. Further relevant covariates were assessed once such as expectancies, test anxiety, and concentration. We randomly varied the order of the cognitive ability test and mock exam. The assumption of intraindividual changes in education students’ effort and importance over the course of test taking was tested by one latent growth curve that separated data for each condition. In contrast to previous studies, responses and test response times were included in diffusion models for examining education students’ response processes within the test-taking context. The results indicated intraindividual changes in education students’ effort or importance depending on test order but similar mock-exam response processes. In particular effort did not decrease, when the cognitive ability test came first and the mock exam subsequently but significantly decreased, when the mock exam came first and the cognitive ability test subsequently. Diffusion modeling suggested differences in response processes on cognitive ability tasks suggesting higher motivational levels when the cognitive ability test came first than vice versa. The response processes on the mock exam tasks did not relate to condition. (shrink)