German medical schools have not yet sufficiently introduced students to the field of good scientific practice. In order to prevent scientific misconduct and to foster scientific integrity, courses on GSP must be an integral part of the curriculum of medical students. Based on a review of the literature, teaching units and materials for two courses on GSP were developed and tested in a pilot course. The pilot course was accompanied by a pre-post evaluation that assessed students’ knowledge and attitudes (...) towards scientific integrity and scientific misconduct. A syllabus was designed that comprised the following six topics: theoretical foundations of GSP; scientific publishing; empirical data; scientific supervision and teamwork; clinical research; personal interests. The comparison pre versus post-intervention yielded statistically significant changes in regard to the participants’ knowledge and attitude toward all forms of scientific misconduct treated in the course. As the majority of participants was not familiar with the fundamental regulations or guidelines of GSP, it seems crucial to train students in actively applying such norms to real-world conflicts. Students’ unfamiliarity with the fundamentals of GSP can be linked to the fact that many students have already experienced forms of scientific misconduct. Thus, GSP syllabi should be closely adjusted to a student’s realm of experience. All in all, courses on GSP can be seen as a potential means to increase the number of young scholars. (shrink)

Research suggests that psychological characteristics and social behaviors contribute to the development of coaching effectiveness and as such should not be neglected by strength and conditioning coaches. This review examines the current literature on the influence of psychosocial characteristics and behaviors of the S&C coach on elite athlete development. Additionally, this review provides practical suggestions and guidelines to coach developers and coach practitioners to develop such psychosocial behaviors using constructivist learning theories in relation to reflection, stories, mentorships, and (...) internships. (shrink)

ROLFE G. Nursing Inquiry 2012; 19: 98–106 [Epub ahead of print]Cardinal John Henry Newman and ‘the ideal state and purpose of a university’: nurse education, research and practice development for the twenty‐first centuryCardinal John Henry Newman’s book, The Idea of a University, first published in the mid nineteenth century, is often invoked as the epitome of the liberal Enlightenment University in discussions and debates about the role and purpose of nurse education. In this article I will examine Newman’s (...) book in greater detail and with a more critical eye than is generally the case in the writing of nurse academics. In particular, I will focus on the claims that Newman was a champion of the Enlightenment University of the nineteenth century, that he promoted the idea of ‘disinterested’ universal knowledge for its own sake, that he was an early advocate of the pursuit of knowledge through scientific research, and the supposition that he would have welcomed the discipline of nursing into the University. In each case, I will suggest that these claims are based on an extremely selective reading of Newman’s work. I will conclude by employing the example of practice development to propose an alternative way for nursing to find its place in the modern University that does not involve a retreat into what I will argue is an outdated and nostalgic view of the aims and purpose of higher education. (shrink)

PARLOUR R and MCCORMACK B. Nursing Inquiry 2012; 19: 308–321 Blending critical realist and emancipatory practice development methodologies: making critical realism work in nursing researchThis paper examines the efficacy of facilitation as a practice development intervention in changing practice within an Older Person setting and in implementing evidence into practice. It outlines the influences exerted by the critical realist paradigm in guiding emancipatory practice development activities and, in particular, how the former may (...) be employed within an emancipatory practice development study to elucidate and increase understanding pertinent to causation and outcomes. The methodology is based upon an emancipatory practice development approach set within a realistic evaluation framework. This allows for systematic analysis of the social and contextual elements that influence the explication of outcomes associated with facilitation. The study is concentrated upon five practice development cycles, within which a sequence of iterative processes is integrated. The authors assert that combining critical realist and emancipatory processes offers a robust and practical method for translating evidence and implementing changes in practice, as the former affirms or falsifies the influence that emancipatory processes exert on attaining culture shift, and enabling transformation towards effective clinical practice. A new framework for practice development is proposed that establishes methodological coherency between emancipatory practice development and realistic evaluation. This augments the existing theoretical bases for both these approaches by contributing new theoretical and methodological understandings of causation. (shrink)

In an age of nationalisation of international educational policy, or vice versa, the politics and conflicts behind such policies often take centre stage to the detriment of professional expertise. In response, this article develops a nuanced critical realism to propose a practice-based development and implementation of educational policy reforms. Based on empirical reports of head teachers’ subversive practice, the article concludes by highlighting that professional expertise is a central component, dubbed ‘formless capability’, that all stakeholders use to (...) turn policy intentions into policy actions. Actuality consists of the three traditional domains of critical realism – the real, the actual and the empirical – whose importance is derived from whether it is a means to or an end in itself. It is argued here that empirical experiences of leading schools are the stage of actuality that is directly... (shrink)

To provide rigour when preparing a research design, the researcher needs to carefully consider not only the methodology but also the philosophical intent of the study. This, however, is often absent from reported research and provides the reader with little evidence by which to judge the merits of the chosen methodology and its influence on the study. The purpose of this paper is to set out the case for critical realism as a framework to guide appropriate action in practice (...) development and realistic evaluation for understanding the consequences of those actions.It is evident that critical realism and critical social science share common ground. Emancipatory practice development (ePD) is based on the philosophy of critical social science and therefore by virtue is linked to the tenets of critical realism. Until now, the evaluation of ePD programme has been well served by 4th-generation evaluation. However, this paper outlines the need for a different approach to evaluation, one that is based on critical realism, that is concerned with emancipation, and that can be used in the ever-changing environment of clinical practice. Realistic evaluation not only links strongly to ePD programmes, but also serves as the basis for effective research questions that will test the outcomes of the research and inform the transferability of ePD mechanisms into differing contexts. (shrink)

In the first Critique, Kant famously holds a novel practical notion of Belief (Glauben) as assent justified not by evidence but by practical considerations. This paper examines the early development of Kant’s practical notion of Belief prior to the first Critique. It aims to make clear what prompted Kant to develop this notion in the first place, and how this notion came to assume its crucial role in Kant’s critical system. This development, I argue, has two main steps. (...) The first is his introduction of a practical notion of Belief in mid-to-late 1760s. I argue that he did so because he regards this notion as a useful tool to get ordinary people to justifiably commit to the existence of God and an after-life. The second step is Kant’s abandonment of the objective validity of his logical proof of God around 1772. This step elevated Belief from a merely useful means to the only justified way to commit to the existence of God and an after-life. This second step, I argue, is closely connected to Kant’s pivot to the view that the objective validity of concepts requires sensibly given objects, and it is motivated by Kant’s concern with subject-cancelling real repugnance. (shrink)

Although both Kleinian psychoanalysts and their critics take it for granted that there is a therapeutic technique distinctive to the Kleinian approach, comparatively little has been written about what it is. In _Melanie Klein Today, Volume 2_, Elizabeth Bott Spillius brings together classic and new papers to make it possible to understand the main elements of the Kleinian therapeutic technique. In recent years there have been important refinements in this technique, notably in regard to the balance to be struck in (...) interpreting destructiveness, the use of the so-called part-object language, and the precise ways to understand and interpret 'acting-in' and the role of the past in the present. This collection draws these developments together and makes clear why an integral part of contemporary Kleinian theory and practice is concerned with the careful scrutiny of the therapeutic process itself. The volume includes detailed accounts of clinical work with both adults and children and takes further the theoretical ideas discussed in _Melanie Klein Today, Volume 1_. The papers and the editorial commentary in this book together comprise the most illuminating and coherent rationale for the Kleinian technique yet published. The ideas will be of interest to members of many disciplines and a final section includes papers on the application of the Kleinian approach in other fields of work. (shrink)

Drawing upon career construction theory, we examined the mediating effect of deliberate practice on career adaptability and the effects of learning goal orientation and supervisor incompetence accusations as well as career development training on DP. Using data collected from 204 Chinese PhD students in three waves over a period of 2 months, we found that individuals who were inclined to learn new skills and obtain new knowledge were more likely to deliberately practice professional activities in their fields. (...) When a PhD student’s professional competence was questioned by his or her supervisor, the student was more prone to negative emotions and would reduce his or her effort in the development of expertise. CDT – contrary to expectations – negatively predicted DP of professional activities. One possible reason is that the participants in this study have strong autonomy so that those who really struggling are participating in training and seeking help and those who with strong professional abilities are not accessing training programs. Moreover, results showed that DP of professional activities significantly promoted PhD students to adapt to their academic circumstances. Implications for career-related practice within the academic domain are provided. (shrink)

Background Since the enactment of the euthanasia law in the Netherlands, there has been a lively public debate on assisted dying that may influence the way patients talk about euthanasia and physician-assisted suicide with their physicians and the way physicians experience the practice of EAS. Aim To show what developments physicians see in practice and how they perceive the influence of the public debate on the practice of EAS. Methods We conducted a secondary analysis of in-depth interviews (...) with 28 Dutch physicians who had experience with a complex case of EAS. Respondents were recruited both by the network of physicians working for SCEN as well as via a national questionnaire, wherein participating physicians could indicate their willingness to be interviewed. Results Three themes came up in analysing the interviews. First, the interviewed physicians experienced a change in what patients would expect from them: from a role as an involved caregiver to being the mere performer of EAS. Second, interviewees said that requests for EAS based on non-medical reasons came up more frequently and wondered if EAS was the right solution for these requests. Last, respondents had the impression that the standards of EAS are shifting and that the boundaries of the EAS regulation were stretched. Conclusions The perceived developments could make physicians less willing to consider a request for EAS. Our results also raise questions about the role of physicians and of EAS in society. (shrink)

Place, practice and status have played significant and interacting roles in the complex history of primatology during the early to mid-twentieth century. This paper demonstrates that, within the emerging discipline of primatology, the field was understood as an essential supplement to laboratory work. Founders argued that only in the field could primates be studied in interaction with their natural social group and environment. Such field studies of primate behavior required the development of existing and new field techniques. The (...) practices and sites developed by American primatologist Clarence Ray Carpenter were used to demonstrate that scientific standards could be successfully applied to the study of primates in the field. In an environment in which many field biologists fought for higher scientific status, Carpenter gradually adopted increasingly interventionist techniques. These techniques raised epistemological problems for studies whose value rested on the naturalness of the behaviors observed. Thus, issues of status shaped field practices and subsequently altered Carpenter's criteria for what constituted natural primate behavior. (shrink)

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This (...) scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers. (shrink)

This book offers a critical analysis of the theory and practice of global development. Using how Chagas disease has been understood and addressed as an example of a failing of global development, Anna Malavisi argues for a rethinking from an ethico-epistemic perspective using a strong ethical approach.

ABSTRACTThe United Nations Sustainable Development Goal 4.7 proposes that Education for Sustainable Development should be included at all levels of education, known as ‘mainstreaming’. Howeve...

The aim of this Swedish study was to develop the concept of moral sensitivity in health care practice. This process began with an overview of relevant theories and perspectives on ethics with a focus on moral sensitivity and related concepts, in order to generate a theoretical framework. The second step was to construct a questionnaire based on this framework by generating a list of items from the theoretical framework. Nine items were finally selected as most appropriate and consistent with (...) the research team’s understanding of the concept of moral sensitivity. The items were worded as assumptions related to patient care. The questionnaire was distributed to two groups of health care personnel on two separate occasions and a total of 278 completed questionnaires were returned. A factor analysis identified three factors: sense of moral burden, moral strength and moral responsibility. These seem to be conceptually interrelated yet indicate that moral sensitivity may involve more dimensions than simply a cognitive capacity, particularly, feelings, sentiments, moral knowledge and skills. (shrink)

The ability to reflect on practice is a fundamental component of effective medical practice. In a sector increasingly focused on professionalism and patient-centred care, Developing Reflective Practice is a timely publication providing practical guidance on how to acquire the reflective skills necessary to become a successful clinician. This new title draws from a wide range of theoretical and practical multidisciplinary perspectives to assist students, practitioners and educators in embedding reflection in everyday activities. It also offers structures and (...) ideas for more purposeful and meaningful formal reflections and professional development. Developing Reflective Practice: Focuses on the developing practitioner and their lifelong learning and the development of professional identity through reflection Provides practical how-to information for students, practitioners and educators, including realistic case examples and practice-based hints and tips Examines and explains the theoretical and conceptual approaches to reflective practice, including its models and frameworks"--Provided by publisher. (shrink)

Inter- and transdisciplinary research arise as necessary conditions to address societal problems. These collaborations, by definition, encompass experts from distinct domains, demanding an epistemic dependence between researchers. In such cases where, additionally, an epistemic asymmetry exists, this might then lead to tensions and enhance epistemic disagreements. How should scholars behave when in peer disagreement? On the one hand, in philosophical literature on the epistemology of disagreement, normative accounts about how one should respond when facing an epistemic disagreement are usually built (...) upon hypothetical scenarios that do not portray real-life disagreements in scientific settings. On the other hand, Science and Technology Studies (STS) research that deals with academic and scientific disagreement typically uses a descriptive, empirical approach. We argue that before a normative account of responses to disagreement is developed, we need to understand how academic disagreement actually takes place in real interdisciplinary scientific practice. In this chapter, we address a case of academic disagreement within an interdisciplinary research team in Brazil during their development of a framework for transdisciplinary collaboration. Data was collected with ethnographic tools, while the analytic perspective of the investigation is grounded on recent debates about research groups in social epistemology and in the epistemology of disagreement. We will show that an interplay between trust and disagreement is required for dealing with inter- and transdisciplinary research practices. We hold that shedding light on disagreements and communications between collaborators may improve the epistemic performance of collaborative research teams by refining the dynamics of inter- and transdisciplinary investigations. (shrink)

Philosophical inquiry strives to be the unencumbered exploration of ideas. That is, unlike scientific research which is subject to ethical oversight, it is commonly thought that it would either be inappropriate, or that it would undermine what philosophy fundamentally is, if philosophical research were subject to similar ethical oversight. Against this, I argue that philosophy is in need of a reckoning. Philosophical inquiry is a morally hazardous practice with its own risks. There are risks present in the methods we (...) employ, risks inherent in the content of the views under consideration, and risks to the subjects of our inquiry. Likely, there are more risks still. However, by starting with the identification of these three risks we can demonstrate not only why an ethics of practice is needed but also which avenues are the most promising for developing an ethics for philosophical practice. Although we might be in the business of asking questions, we do not absolve ourselves of responsibility for the risks that inquiry incurs. (shrink)

Engineering, as a complex and multidimensional practice of technology development, has long been a source of ethical concerns. These concerns have been approached from various perspectives. There are ongoing debates in the literature of the philosophy of engineering/technology about how to organize an optimized view of the values entailed in technology development processes. However, these debates deliver little in the way of a concrete rationale or framework that could comprehensively describe different types of engineering values and their (...) multi-aspect interrelations in real engineering practices. Approaching engineering values from a meaning-based perspective, as in this paper, can be a reliable method of tackling such a controversial problem. This paper therefore proposes that technology development be considered a systemic normative practice and attempts to provide a comprehensive view of various built-in values, their different origins and features, and a way of prioritizing them in real engineering processes. Studying two cases of the Zayandeh Rood Dam and the Abbasi Dam will lead to practical insights into how to understand norms in technology development and incorporate them into engineering practice. (shrink)

This paper offers an account of the historical development of Kant's understanding of belief ( Glaube ) from its early ties to George Friedrich Meier's Auszug aus der Vernunftlehre through various stages of refinement. It will be argued that the Critique of Pure Reason reflects an important but not final stage in Kant's understanding of belief. Its structure is further refined and its scope narrowed in later works, including the Critique of Practical Reason and Critique of Judgment . After (...) charting these stages, an analysis of how belief relates to the Fact of Reason will be presented. (shrink)

Socially inspired robotics involves drawing on the observation and study of human social interactions to apply them to the design of sociable robots. As there is increasing expectation that robots may participate in social care and provide some relief for the increasing shortage of human care workers, social interaction with robots becomes of increasing importance. This paper demonstrates the potential of socially inspired robotics through the exploration of a case study of the interaction of a partially sighted social worker with (...) a support worker. This is framed within the capability approach in which the interaction of a human and a sociable robot is understood as resulting in a collaborative capability which is grounded the relationship between the human and the robot rather than the autonomous capabilities of the robot. The implications of applying the case study as an analogy for human–robot interaction are expressed through a discussion of capabilities and social practice and policy. The study is attenuated by a discussion of the technical limits of robots and the extensive complexity of the social context in which it is envisaged sociable robots may be employed. (shrink)

This book encourages readers to explore significant aspects of current thinking in primary education (for ages 3-13) focusing on pedagogy: the study of processes of teaching. The authors consider contexts, knowledge, skills and curriculum within a framework of practice. A distinctive feature is the voices of teachers, children, parents, advisors and inspectors and others. The book covers: learning, knowledge and pedagogy; pedagogic issues, application of practice. The authors also present a discussion of national strategies and The National Curriculum (...) update for 2000, discussions of a world-wide curriculum, and ICT and citizenship viewed as tools for developing aspects of pedagogy. (shrink)

Engineering, as a complex and multidimensional practice of technology development, has long been a source of ethical concerns. These concerns have been approached from various perspectives. There are ongoing debates in the literature of the philosophy of engineering/technology about how to organize an optimized view of the values entailed in technology development processes. However, these debates deliver little in the way of a concrete rationale or framework that could comprehensively describe different types of engineering values and their (...) multi-aspect interrelations in real engineering practices. Approaching engineering values from a meaning-based perspective, as in this paper, can be a reliable method of tackling such a controversial problem. This paper therefore proposes that technology development be considered a systemic normative practice and attempts to provide a comprehensive view of various built-in values, their different origins and features, and a way of prioritizing them in real engineering processes. Studying two cases of the Zayandeh Rood Dam and the Abbasi Dam will lead to practical insights into how to understand norms in technology development and incorporate them into engineering practice. (shrink)

This article builds upon earlier research in which the authors presented case studies focused on the design and development of two original ethical learning video games. Through this case study and a review of relevant literature, the authors explored the content creation of, and theoretical rationale for, the design and development of ethics games. Both games were geared toward an undergraduate student audience as casual learning games to be completed in a few hours of gameplay. To update and (...) expand this original work, the authors reviewed contemporary research on identity, cognition, and self in relation to video game environments as well as literature dealing more specifically with ethics and video games. From this literature base and their applied design experiences, the authors offer ten guidelines as best practices to follow for aspiring ethics game developers. (shrink)

Self-development of individuals and societies is an epochal challenge now but surprisingly very little has been written about this in the vast field of development studies and social sciences. The present book is one of the first efforts in this field and explores in detail the dynamics of pursuits of self-development and the accompanying contradictions in the self-study mobilization called Swadhyaya. Giri is one of the pioneers in bringing self-development to the core of theory and ethnographic (...) multiverse of humanities and development studies. (shrink)

This paper is based on ethnographic research of data practices in a public health project called Weather Health and Air Pollution. I examine two different kinds of practices that make air pollution data, focusing on how they relate to particular modes of sensing and articulating air pollution. I begin by describing the interstitial spaces involved in making measurements of air pollution at monitoring sites and in the running of a computer simulation. Specifically, I attend to a shared dimension of these (...) practices, the checking of a numerical reading for error. Checking a measurement for error is routine practice and a fundamental component of making data, yet these are also moments of interpretation, where the form and meaning of numbers are ambiguous. Through two case studies of modelling and monitoring data practices, I show that making a ‘good’ measurement requires developing a feeling for the instrument–air pollution interaction in terms of the intended functionality of the measurements made. These affective dimensions of practice are useful analytically, making explicit the interaction of standardised ways of knowing and embodied skill in stabilising data. I suggest that environmental data practices can be studied through researchers’ materialisation of error, which complicate normative accounts of Big Data and highlight the non-linear and entangled relations that are at work in the making of stable, accurate data. (shrink)

This book examines the pedagogical encounters within children's ecological and socio-cultural historical contexts, and aspects of playful learning and development within these contexts. It addresses research and practices varying across learning contexts, providing easily adaptable exemplary practices leading to children's positive learning and development. The book offers a unified general cultural-historical theoretical model for exploring new contexts at different stages of children's learning and development. It suggests studying contexts as a source of development, as social situations (...) of development. It analyzes play, early learning and the transition from play to school learning. It also explores the role of teachers and parents in supporting the development of executive functions, digital literacy, creative inquiries, problem solving and creativity as necessary and important prerequisites of children's school academic achievements. This volume contributes to the discourse on how children's learning is shaped in the 21st century era. It equips educators and parents with new and effective methods of creating developing contexts in their daily practice and to fully utilize the developing potential of existing contexts. (shrink)

Place, practice and status have played significant and interacting roles in the complex history of primatology during the early to mid-twentieth century. This paper demonstrates that, within the emerging discipline of primatology, the field was understood as an essential supplement to laboratory work. Founders argued that only in the field could primates be studied in interaction with their natural social group and environment. Such field studies of primate behavior required the development of existing and new field techniques. The (...) practices and sites developed by American primatologist Clarence Ray Carpenter were used to demonstrate that scientific standards could be successfully applied to the study of primates in the field. In an environment in which many field biologists fought for higher scientific status, Carpenter gradually adopted increasingly interventionist techniques. These techniques raised epistemological problems for studies whose value rested on the naturalness of the behaviors observed. Thus, issues of status shaped field practices and subsequently altered Carpenter's criteria for what constituted natural primate behavior. (shrink)

Drawing on a range of literature, I introduce two new concepts for understanding and exploring distributed cognition: resilience engineering and degeneracy. By re-examining Ed Hutchins’ (1995) ethnographic study of the navigation team I show how a focus on the developmental acquisition of cognitive practices can draw out several crucial insights that have been overlooked. Firstly, that the way in which agents learn and acquire cognitive practices enables a form of resilience engineering: the process by which the system is able to (...) overcome and adapt to errors and the vagaries of nature. Secondly, that the best way to engineer a resilient system is through promoting degeneracy – how differing structures produce the same function – at the level of cognitive practices. These two features show that focusing on cognitive practices and developmental trajectories is important for both greater explanatory leverage; and is also useful in regard to the practicalities of designing real-world cognitive systems. (shrink)

We describe recent developments in research on mathematical practice and cognition and outline the nine contributions in this special issue of topiCS. We divide these contributions into those that address (a) mathematical reasoning: patterns, levels, and evaluation; (b) mathematical concepts: evolution and meaning; and (c) the number concept: representation and processing.

Cognitive science has been beset for thirty years by foundational disputes about the nature and extension of cognition—e.g. whether cognition is necessarily representational, whether cognitive processes extend outside the brain or body, and whether plants or microbes have them. Whereas previous philosophical work aimed to settle these disputes, I aim to understand what conception of cognition scientists could share given that they disagree so fundamentally. To this end, I develop a number of variations on traditional conceptual explication, and defend a (...) novel explication of cognition called the sensitive management hypothesis. -/- Since expert judgments about the extension of “cognition” vary so much, I argue that there is value in explication that accurately models the variance in judgments rather than taking sides or treating that variance as noise. I say of explications that accomplish this that they are ecumenically extensionally adequate. Thus, rather than adjudicating whether, say, plants can have cognitive processes like humans, an ecumenically adequate explication should classify these cases differently: human cognitive processes as paradigmatically cognitive, and plant processes as controversially cognitive. -/- I achieve ecumenical adequacy by articulating conceptual explications with parameters, or terms that can be assigned a number of distinct interpretations based on the background commitments of participants in a discourse. For example, an explication might require that cognition cause “behavior,” and imply that plant processes are cognitive or not depending on whether anything plants do can be considered “behavior.” Parameterization provides a unified treatment of embattled concepts by isolating topics of disagreement in a small number of parameters. -/- I incorporate these innovations into an account on which cognition is the “sensitive management of organismal behavior.” The sensitive management hypothesis is ecumenically extensionally adequate, accurately classifying a broad variety of cases as paradigmatically or controversially cognitive phenomena. I also describe an extremely permissive version of the sensitive management hypothesis, arguing that it has the potential to explain several features of cognitive scientific discourse, including various facts about the way cognitive scientists ascribe representations to cognitive systems. (shrink)

This study developed a cognitive behavioral therapy -based psychoeducation practice aimed at reducing obsessive-compulsive symptom levels in adolescents in Turkey and tested its effectiveness with a mixed-methods study. After the study was constructed as a pretest-posttest control group experimental application consisting of qualitative stages. The experimental application of the study was carried out with high school students in Turkey. In the sampling process, the schools, where the study will be carried out, were determined with the cluster sampling method. The (...) experimental and control groups were formed with 30 students with high obsessive-compulsive disorder symptoms from these schools, and the developed CBT-based psychoeducation practice was applied to the experimental group for 12 weeks. Quantitative data were collected through the “Child Version of the Obsessive-Compulsive Inventory,” and normality analysis, t-test for dependent samples, and Single Factor Analysis of Covariance were used. Qualitative data of the study were collected through document review, session evaluation forms, and semi-structured interview protocol; content and descriptive analysis techniques were used in the analysis. It was concluded that the developed CBT-based psychoeducation application was an effective approach in reducing OCD symptoms in the Turkish adolescent sample, except for the neutralizing dimension. It was also determined that the findings obtained from the analysis during the application and the interviews after the application are parallel with the findings obtained by quantitative methods, and the qualitative and quantitative findings adequately explained the quantitative documents findings. (shrink)

The introduction of Artificial Intelligence systems has demonstrated impeccable potential and benefits to enhance the decision-making processes in our society. However, despite the successful performance of AI systems to date, skepticism and concern remain regarding whether AI systems could form a trusting relationship with human users. Developing trusted AI systems requires careful consideration and evaluation of its reproducibility, interpretability, and fairness, which in in turn, poses increased expectations and responsibilities for data scientists. Therefore, the current study focused on understanding Canadian (...) data scientists’ self-confidence in creating trusted AI systems, while relying on their current AI system development practices. (shrink)

When you enrol as a student you are assigned a ‘place’ in education. This assignment will gradually imply an assessment of you as a human being. We argue that these are processes taking place in educational practice. In our orientation in educational research an orientation towards a theory of action has been inspired by the French philosopher Paul Ricoeur. In our search for an educational practice that could describe what it is that makes the student a capable human (...) being we continue in the spirit of Ricoeur. The text is divided in two parts. In the first part, Basic Capabilities in Education, we are asking: Who is the student if education is the process where the student learns to be a capable human being? We try to answer this with the help of Ricoeur’s phenomenology of the capable human being which is structured around the capacity to speak, to act, to tell and finally to impute. In the second part, Institutional Mediations of Capabilities in Education, we try to show how the transmission of the human capacities to an actualization through education at an institutional level, represented by the teacher, is necessary. If the student shall become a capable human being s/he has to have conditions for actualizations of her capacities. A paradigm for this is found in the process of assigning and assessing in education. (shrink)

While there is much extant literature on “case method” pedagogy as practiced in law and business education, there is little written on its use in teaching practical (i.e. professional or applied) ethics. After relating the history and nature of the case method in law, business, and philosophy, the author offers guidance on how to develop and use philosophy cases, focusing on lesson plans for their presentation, their purpose within the practical ethics curriculum, and how to write and grade course requirements (...) involving them. Much more than the examples philosophers typically invent (designed to illustrate a point or bring discussion to a close), philosophy cases are highly varied, promoting discussion and sensitivity to complex ethical situations. The author argues that since the goal of a practical ethics course is to most often to familiarize people with the special standards of conduct that apply to members of a certain group (e.g. doctors, lawyers, academics), philosophy cases should encourage the expression of ethical opinions, encourage students to identify issues within cases and to make decisions that account for ethical complexities, promote students’ ability to justify those decisions convincingly, and develop in students a sense of how to incorporate feasibility into the moral decision-making process. (shrink)

Currently, advancements in information and communication technology and an increased interest in using the Internet for educational purposes have led educators to work in new virtual settings. However, using technology in teaching requires the understanding and information of English educators. Technological Pedagogical Content Knowledge is an educator's knowledge concept regarding integrating technology into education. Also, how educators integrate technology effectively into their classes is a significant issue, as learning environments are influenced by rapid advances in instructional technology. Consistent with this (...) issue, it is critical for teacher development to integrate ICT into educational tasks in the design, application, and assessment of practices in a virtual setting. To this end, the objective of the present review is to consider the role of practice in the virtual platform in developing EFL teachers' TPACK. Ultimately, some implications are presented for the EFL educational stakeholders. (shrink)

This paper proposes a Confucian wisdom perspective to study entrepreneurship practice in the Chinese transition economy. It argues that existing research on Chinese entrepreneurship has not paid adequate attention to qing (positive affects), which is an integral part of Confucian wisdom. It is essential to investigate qing and its interaction with li (reason relating to rules and regulations) and cognitive processes within the institutional context of the transition economy. To address this issue, this paper integrates traditional practical Confucian wisdom (...) and Western institution theory to develop a theoretical framework for understanding practically wise entrepreneurship in China. The model is applied to the analysis of interview results with Chinese entrepreneurs, who indicated that they applied Confucian wisdom in starting up and developing their businesses. This finding has theoretical and practical implications for entrepreneurship development and training. (shrink)

The complexity of population ageing effect is a significant challenge at a regional and local level. Adaptation activities require the cooperation of local governments, business entities and non-governmental organizations. The article describes the dimensions of interventions, typology of “shrinking regions” and two initiatives: Regions for All Ages and SEN@ER - Silver Economy Network of European Regions. In addition, essay discusses the dilemmas of creating special regional strategies with their implementation factors and barriers in the construction of silver economies. It is (...) supplemented by some conclusions from the analysis of selected regional development strategies in Poland. Summary sets out possible directions for further research for national institutions. (shrink)

In the _World Library of Educationalists_, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Knud Illeris’ work revolves around the way adults learn and continue to do so, and his concept of learning is based on the idea of three dimensions of learning and competence development. Chronicling (...) some of his most important works, this is a compelling overview of Illeris’ contribution to Higher Education thinking and theory. (shrink)

With the rising popularity of mindfulness practice, it is necessary and crucial to evaluate mindfulness using comprehensive and objective measures. The instruments to assess mindfulness in China mainly evaluate mindfulness as a state or trait mode. Few process measures have been developed to clarify effective therapy benefits of the alterations obtained using mindfulness practice. Therefore, this study aims to adapt the Applied Mindfulness Process Scale into Mandarin and explore in detail the reliability and validity of this novel-translated measure. (...) Following cross-cultural modification for original AMPS into Mandarin as per established guidelines, psychometric evaluation was performed on a cohort of 234 Chinese adults. Construct validity was analyzed through exploratory factor analysis, together with confirmatory factor analysis. Reliability was assessed by internal consistency together with test-retest reliability. Findings indicated that the internal consistency was high, with Cronbach’s alpha being 0.936. The principal component analysis led to a three-factor structure that explained 67.374% of all variations. The three-factor model was consistent with the original scale model. Based upon confirmatory factor analyses, all fitting indices satisfied the standard, which showed a close fit to the data. Therefore, the newly multi-culturally modified AMPS has sufficient validity, test-retest reliability, together with internal consistency. Chinese AMPS may offer researchers and clinicians a psychometrically optimized tool for evaluating the application of mindfulness and change process within mindfulness-based interventions in Mainland China. (shrink)