After the Covid-19 vaccination started, social media users created an enormous amount of content on the vaccines. Especially in the early stages of vaccination, people searched and watched YouTube videos sharing personal experiences after getting the vaccines (i.e., vaccine review videos), usually titled “I got the COVID-19 vaccine.” Few studies have examined the characteristics and impacts of vaccine review videos on viewers’ responses (e.g., likes, dislikes, comments). This study investigates the content of, and reactions to, the most-viewed Covid-19 vaccine review (...) videos on YouTube, based on the social communication framework. A quantitative content analysis of 148 vaccine review videos revealed their unique characteristics, including source expertise, message valence, narration, and topics. Most of the videos had a positive tone, with some urging vaccination and showing pro-vaccine attitudes. Furthermore, source expertise and hybrid message types (messages conveyed in narrative and informative ways) were not significantly related to positive responses. Rather, non-expert videos received more positive responses. The findings concern the public opinions surrounding new vaccines, including related concerns and attitudes. Given the positive tone of the content, vaccine review content made by diverse groups can be encouraged by public health institutions regardless of the creators’ expertise. (shrink)

Despite the increasing number of studies on user experience and user interfaces, few studies have examined emotional interaction between humans and deformable objects. In the current study, we investigated how the anthropomorphic design of a flexible display interacts with emotion. For 101 unique 3D images in which an object was bent at different axes, 281 participants were asked to report how strongly the object evoked five elemental emotions (e.g., happiness, disgust, anger, fear, and sadness) in an online survey. People rated (...) the object’s shape using three emotional categories: happiness, disgust–anger, and sadness–fear. It was also found that a combination of axis of bending (horizontal or diagonal axis) and convexity (bending convexly or concavely) predicted emotional valence, underpinning the anthropomorphic design of flexible displays. Our findings provide empirical evidence that axis of bending and convexity can be an important antecedent of emotional interaction with flexible objects, triggering at least three types of emotion in users. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art in Nature and Schools:Nils-UdoYoung Imm Kang Song (bio)IntroductionThe arts are an integral part of our culture, and they invite us to investigate, express ideas, and create aesthetically pleasing works. Of interest to educators is clear scholarship that links the arts to cognitive and intellectual development. The processes of creating art and viewing and interpreting art promote cognitive and skill development.1 Elliot Eisner, who has written extensively on (...) this topic, argues that "Artistic activity is a form of inquiry that depends on qualitative forms of intelligence."2 Eisner suggests that children can use art to question and reflect on sensory information from their daily lives, and from this reflection develop insight, awareness, and critical thinking skills.3 Expanding on this idea, many scholars suggest that sensory perceptions promote learning through reflection, thus affirming the link between sensory perception and cognitive processing.4 Greene also posits that the arts provide a reflective type of learning, in which students learn "new ways of seeing, hearing, feeling and moving."5 This expressiveness develops from the creative nature of art and its ability to encourage students to "[learn] to learn."6This article focuses on how the arts heighten cognitive experience through the use of natural materials and sites and the engagement with the natural world. The arts expose viewers to new ways of seeing, feeling, and thinking about nature; this can lead to greater awareness of and motivation to act on behalf of nature. Arts-based experiences "encourage contemplative, reflective thought, which can extend environmental awareness, an essential basis for environmental understanding."7 Sharpening sensory and perceptive [End Page 96] skills through observation and creation can offer children insights into the mystery and metaphor of nature.8 Such a powerful experience often fosters aesthetic sensitivity and can also motivate students to act. To assist in this process, teachers can offer a context of factual information, creative idea exploration, interdisciplinary tools, and a sense of social awareness.9Eisner notes that simple natural components, such as those encountered in viewing or creating ecological art, can be enormously powerful when considered from an aesthetic perspective.10 He writes,A tree, for example, can be viewed as an investment in the value of one's property, as a species of flora, as a source of shade, or an expressive form that provides a certain quality of experience when one looks through its leaves just before sunset. The tree's aesthetic features become salient when we choose to perceive the expressive features of the tree.11Greene reinforces the idea that aesthetic understanding can be deeply engaging to learners and can highlight things that had previously gone unnoticed, thus providing new insights in the life of the viewer.12 Viewers experience new connections, identify new patterns, and think in entirely different ways that break from a more constricted viewpoint. It is this kind of fresh thinking that is needed in the field of environmental education, and which ecological art may in fact provide. Click for larger view View full resolutionFigure 1.Nils-Udo, Circle of Calumet Bamboo, Calumet bamboo; 1990, Reunion, Indian Ocean. Photo by Nils-Udo.[End Page 97]In light of these ideas about aesthetics, ecology, and education, several questions are raised. How can an aesthetic experience with the works of an environmental artist lead children to take in more through their senses and to apply such radical openness in any subject that comes up for them? What really makes ecological artworks unique, not only as aesthetic experiences but as learning experiences? How can ecological art in educational settings inform, inspire, and engage students around environmental issues? In this article, I examine the artworks of Nils-Udo, a German artist, by looking at his art-making processes, intentions, and themes. Using illustrations of several of his major works situated in various natural environments, I consider how these artworks could initiate discussions and foster connections to classrooms while providing elementary and middle school students with the opportunities to view and ponder existing artworks, create their own natural artworks, and heighten their ecological awareness.The ArtistIn order to more deeply understand Nils-Udo's life and work, I interviewed... (shrink)

The arts are an integral part of our culture, and they invite us to investigate, express ideas, and create aesthetically pleasing works. Of interest to educators is clear scholarship that links the arts to cognitive and intellectual development. The processes of creating art and viewing and interpreting art promote cognitive and skill development.1 Elliot Eisner, who has written extensively on this topic, argues that "Artistic activity is a form of inquiry that depends on qualitative forms of intelligence."2 Eisner suggests that (...) children can use art to question and reflect on sensory information from their daily lives, and from this reflection develop insight, awareness, and critical thinking skills.3 Expanding on .. (shrink)

To what extent do moral judgments depend on conscious reasoning from explicitly understood principles? We address this question by investigating one particular moral principle, the principle of the double effect. Using web-based technology, we collected a large data set on individuals' responses to a series of moral dilemmas, asking when harm to innocent others is permissible. Each moral dilemma presented a choice between action and inaction, both resulting in lives saved and lives lost. Results showed that: (1) patterns of moral (...) judgments were consistent with the principle of double effect and showed little variation across differences in gender, age, educational level, ethnicity, religion or national affiliation (within the limited range of our sample population) and (2) a majority of subjects failed to provide justifications that could account for their judgments. These results indicate that the principle of the double effect may be operative in our moral judgments but not open to conscious introspection. We discuss these results in light of current psychological theories of moral cognition, emphasizing the need to consider the unconscious appraisal system that mentally represents the causal and intentional properties of human action. (shrink)

: To what extent do moral judgments depend on conscious reasoning from explicitly understood principles? We address this question by investigating one particular moral principle, the principle of the double effect. Using web-based technology, we collected a large data set on individuals’ responses to a series of moral dilemmas, asking when harm to innocent others is permissible. Each moral dilemma presented a choice between action and inaction, both resulting in lives saved and lives lost. Results showed that: patterns of moral (...) judgments were consistent with the principle of double effect and showed little variation across differences in gender, age, educational level, ethnicity, religion or national affiliation and a majority of subjects failed to provide justifications that could account for their judgments. These results indicate that the principle of the double effect may be operative in our moral judgments but not open to conscious introspection. We discuss these results in light of current psychological theories of moral cognition, emphasizing the need to consider the unconscious appraisal system that mentally represents the causal and intentional properties of human action. (shrink)

Researchers have reported that companion robots have had positive effects on older adults with depression. However, there has been little quantitative analysis on the relationship between robot design and depression. To address this, we surveyed 191 older adults and investigated the impact of age, gender and depression level on design preferences for companion robots. We focused on toy-sized companion robots and evaluated three design elements: type, weight and material. The findings show that baby-type robots were the most preferred by older (...) adults. They favoured the lightest weights and microfibre materials, regardless of the independent variables. Moreover, robot weight preferences varied significantly with the level of depression. Highly depressed older adults disliked heavy robots. These preliminary findings suggest that companion robots need to be designed with careful consideration of their physical characteristics and potential psychological effects. (shrink)

The present expression of radiation of an accelerated point charge is only approximately valid. The exact expression of radiation of an accelerated point charge is derived based on special relativity, and using the Larmor formulation for the radiation of an charged particle being accelerated, but instantaneously at rest. The totaled radiation power obtained by the exact expression is the same as Liénard’s generalization of the Larmor formula.

Kant is regarded as the key critic of eudemonic ethics. Interpreters have claimed that for Kant, happiness was neither a precondition for morality nor a reward for moral conduct. However, this study shows that happiness does play a key role in Kant s moral philosophy. It reveals Kant s practical philosophy as a theory that seriously considers the irrefutable necessity for individual happiness in life.".

The notions of a hyper MV-deductive system, a -hyper MV-deductive system, a - hyper MV-deductive system, a -hyper MV-deductive system, a -hyper MV-deductive system and a -hyper MV-deductive system are introduced, and then their relations are investigated.

Philosophy as an academic discipline was introduced to Korea at the end of the 19th century. Philosophical education and professional research did not begin, however, until the 1920s. The first ins...

‘Globalization’ is on everybody's lips; a fad word fast turning into a shibboleth, a magic incantation, a pass-key meant to unlock the gates to all present and future mysteries. For some, ‘globalization' is what we bound to do if we wish to be happy; for others 'globalization' is the cause of our unhappiness. For everybody, though, 'globalization' is the intractable fate of the world, an irreversible process; it is also a process which affects us all in the same measure and (...) in the same way.1 These words of Zygmund Bauman succinctly depict the contemporary situation all of us are facing no matter where we come from. As Christians, it is very difficult for us to oppose globalization, in principle, since Christians have been globalist almost from the start. Even though Christians have historically felt a deep rootedness in a certain national, ethnic or cultural identity, there was always someone or some groups who were ready to transcend their local and cultural bounds. Christian zeal for mission work over the whole globe: “to the ends of the earth” demonstrates this. Christianity is a 'global religion,' even though there is still prejudice to think of it as typically Western. Contrary to the global North, Christianity is rapidly growing in the global South, especially in Africa and Latin America. (shrink)

이 글은 칸트 특유의 ‘실천이성’ 개념을 중심으로 칸트의 행위이론을 다룬다. 먼저, 칸트의 고유한 이성 개념, 즉 ‘실천이성’의 의미를 분명히 한 뒤, 도덕 외적인 차원까지 포괄하여 칸트의 행위 개념을 고찰한 다음, 칸트 철학에서 도덕적 행위이론을 위한 전제들을 탐구한다(Ⅱ). 다음으로, 자연인과성에서 귀결되는 행위 일반과는 다른 종류의 인과성 및 다른 행위의 가능성을 탐구한 뒤, 『도덕형이상학 정초』의 실천이성과 의지의 동일시 논변을 중심으로 자유로운 행위의 성립 조건과 실천적 필연성 혹은 이성의 강요(필연화)를 살펴본다(Ⅲ). 이를 통해 이 글은 도덕적 행위에 대한 칸트의 설명이 훨씬 더 복잡한 중층 (...) 구조를 지닌다는 점을 부각하고자 했다. (shrink)