This article presents an analytic critique of the predominant revisionist theoretical paradigm of just war (henceforth: revisionism). This is accomplished by means of a precise description and explanation of the practicability problem that confronts it, namely that soldiers that revisionism would deem “unjust” are bound to fail to fulfil the duties that revisionism imposes on them, because these duties are overdemanding. The article locates the origin of the practicability problem in revisionism’s overidealized conception of a soldier as an (...) individual rational agent analogous to the aggressor or defender in a case of lethal self-defense, who is capable of reflecting on the morality of his status in war and of the killing he performs and thus of recognizing his revisionist duties. Revisionism, however, ignores the following fact: Killing in war is not a natural human behavior. This is why training soldiers to kill is—and arguably always has been—a necessity for the existence of war and the killing that occurs in it. Moreover, this training involves a certain level of moral desensitization to violence whose goal is to prevent soldiers from thoroughly reflecting on the morality of the killing they engage in. Hence, war and killing can only exist if soldiers are trained in such a way that they do not reflect on whether they could be addressees of revisionist duties in the first place. This means that military training is a “constitutive condition” of soldiers and war, which is why it cannot excuse their noncompliance with revisionist duties, thus making these duties categorically overdemanding. The argument here draws on the paradigmatic example of modern US military killing conditioning (MC), but embeds it into a broader military-historical perspective that describes how soldiers have always needed to be mentally and morally influenced in order to enable war and killing. The article’s explanation of revisionism’s practicability problem has a constructive consequence for future theory-building in the ethics of war: It implies that a potentially revised ethical theory of war must necessarily analyze the institutions that allocate belligerent resources, if it aims to morally assess battlefield behavior in a practicable manner. (shrink)

Objective We conducted a process evaluation to (a) assess the effectiveness of a new problem-based learning curriculum designed to teach professionalism and scientific integrity to biomedical graduate students and (b) modify the course to enhance its relevance and effectiveness. The content presented realistic cases and issues in the practice of science, to promote skill development and to acculturate students to professional norms of science. Method We used 5-step Likert-scaled questions, open-ended questions, and interviews of students and facilitators to assess (...) curricular effectiveness. Results Both facilitators and students perceived course objectives were achieved. For example, respondents preferred active learning over lectures; both faculty and students perceived that the curriculum increased their understanding of norms, role obligations and responsibilities of professional scientists. They also reported an increased ability to identify ethical situations and felt that they had developed skills in moral reasoning and effective group work. Conclusions These data helped to improve course implementation and instructional material. For example, to correct a negative perception that this was an ‘ethics’ course, we redesigned case debriefing activities to reinforce learning objectives and important skills. We refined cases to be more engaging and relevant for students, and gave facilitators more specific training and resources for each case. The problem-based learning small group strategy can stimulate an environment whereby participants are more aware of ethical implications of science, and increase their socialisation and open communication about professional behaviour. (shrink)

Music training is associated with enhanced executive function but little is known about the extent to which harmonic aspects of musical training are associated with components of executive function. In the current study, an array of cognitive tests associated with one or more components of executive function, was administered to young adult musicians and non-musicians. To investigate how harmonic aspects of musical training relate to executive function, a test of the ability to compose a four-part harmony was (...) developed and administered to musicians. We tested the working hypothesis that musicians would outperform non-musicians on measures of executive function, and that among musicians, the ability to harmonize would correlate positively with measures of executive function. Results indicate that musicians outperformed non-musicians on the Tower of London task, a measure of planning and problem-solving. Group differences were not detected on tasks more selective for inhibitory control, conflict resolution, or working memory. Among musicians, scores on the harmony assessment were positively correlated with performance of the Tower of London task. Taken together, the current results support a strong relationship between musicianship and planning and problem solving abilities, and indicate that the ability to harmonize is associated with components of executive function contributing to planning and problem solving. (shrink)

Making adaptive choices between solution strategies is a central element of contemporary mathematics education. However, previous studies signal that students make suboptimal choices between mental and written strategies to solve division problems. In particular, some students of a lower math ability level appear inclined to use mental strategies that lead to lower performance. The current study uses a pretest-training-posttest design to investigate the extent to which these students’ choices for written strategies and performance may be increased. Sixth graders of (...) below-average mathematics level (N = 147) participated in one of two training conditions: an explicit-scaffolding training designed to promote writing down calculations or a practice-only training where strategy use was not explicitly targeted. Written strategy choices and performance increased considerably from pretest to posttest for students in both training conditions, but not in different amounts. Exploratory results suggest that students’ strategy choices may also be affected by their attitudes and beliefs and the sociocultural context regarding strategy use. (shrink)

In the present study business managers in Kabi Pharmacia Company were trained in the use of the autonomous method in their decision-making about solving real life business ethics problems. According to the psychological theories of Piaget, Vygotsky, and Kohlberg, it is possible to promote the acquisition of the autonomous ethical skill by instruction and training. Indeed, participation in a one-day educational programme which focused on the training of the autonomous cognitive ability and not on the transfer of moral (...) content, was sufficient to provide a shift in the mode of decision-making about business ethics problems towards the autonomous ethical function. This change was still stable one month later. A test was constructed by items representing current business ethics conflicts in order to assess ethical function. (shrink)

This book explains the importance to acquire complex problem-solving in today’s job environment. The book describes how to use five problem-centered methods to design training for real-world complex problem-solving skills. The book briefly describes the five methods in the context of the complex problem-solving skills - Problem-based learning (PBL), Project-based learning, Scenario-based learning (SBL), Case-based learning method (CBL), and Simulation-based learning. The book also specifies six research-based guidelines, and how training experts can design (...) a training curriculum that ensures acquiring and accelerating complex problem-solving skills in any complex domain. (shrink)

The article is devoted to the analysis of theoretical aspects of physical training of judges in various sports, in particular in hockey. The author analyzes dissertation research and scientific publications devoted to various aspects of physical training of judges in various sports, mainly games. Particular attention is paid to the degree of development of the theoretical foundations of physical training of judges in hockey.

A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the (...) ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations. (shrink)

« Apprendre » ( xue 學) se trouve être le tout premier mot des Entretiens associés à Confucius dont la compilation date d’il y a deux mille ans. Avons-nous depuis lors appris, voire commencé à devenir plus humains? L’histoire des temps modernes, jusqu’aux atrocités dont nous sommes témoins aujourd’hui, pointent vers une réponse négative. Serait-ce donc que l’enseignement confucéen avait raison de se concentrer sur le processus d’apprendre à faire de soi un être humain? Et avait-il quelque justification à placer (...) au cœur de ce processus le continuum entre l’homme et le cosmos, ainsi que la transmission entre générations humaines (notamment à travers le culte des ancêtres, les rites funéraires et la piété filiale)? Enfin, une telle conception de l’humain est-elle en droit d’être au fondement d’un humanisme confucéen et d’une universalité chinoise? Telles sont les questions qui sous-tendent l’exploration de sources textuelles de la Chine ancienne proposée ici. (shrink)

« Apprendre » ( xue 學) se trouve être le tout premier mot des Entretiens associés à Confucius dont la compilation date d’il y a deux mille ans. Avons-nous depuis lors appris, voire commencé à devenir plus humains? L’histoire des temps modernes, jusqu’aux atrocités dont nous sommes témoins aujourd’hui, pointent vers une réponse négative. Serait-ce donc que l’enseignement confucéen avait raison de se concentrer sur le processus d’apprendre à faire de soi un être humain? Et avait-il quelque justification à placer (...) au cœur de ce processus le continuum entre l’homme et le cosmos, ainsi que la transmission entre générations humaines (notamment à travers le culte des ancêtres, les rites funéraires et la piété filiale)? Enfin, une telle conception de l’humain est-elle en droit d’être au fondement d’un humanisme confucéen et d’une universalité chinoise? Telles sont les questions qui sous-tendent l’exploration de sources textuelles de la Chine ancienne proposée ici. (shrink)

Bowers et al. argue that deep neural networks (DNNs) are poor models of biological vision because they often learn to rival human accuracy by relying on strategies that differ markedly from those of humans. We show that this problem is worsening as DNNs are becoming larger-scale and increasingly more accurate, and prescribe methods for building DNNs that can reliably model biological vision.

It is often argued by educators and researchers that access to the arts leads to increased academic performance. However, it is not clear why such access does so. We here use autopoietic enactive embodied cognition and ecological psychology to explain the relationship between dance training and conceptual problem-solving. We investigate four features of dance training that are beneficial for conceptual problem-solving and critical thinking: empathy, affordance exploration, attention change, and habit breaking. In each case, we will (...) see that the embodied sensorimotor skills developed through dance practice are a form of affordance exploration that can carry over into the realm of conceptual problem-solving. Hence, since some of the skills needed in conceptual problem-solving are the same ones developed and trained through dancing, when we train dance, we also train some of the relevant skills for conceptual problem-solving and critical thinking. (shrink)

Previous studies show that medical students in clinical training face ethical problems that are not often discussed in the literature. In order to make teaching timely and relevant for them, it is important to understand what medical students perceive as ethical problems, as various factors may influence their perception, including cultural differences and working environment. The purpose of this qualitative study was to explore students’ perceptions of what an ethical problem is, during their clinical training in the (...) hospital, and compare the results from two different countries. We observed a total of eighteen ethics group discussions and interviewed fifteen medical students at two medical schools, in Indonesia and the Netherlands. Data were interpreted and analyzed using content analysis. We found that students in both settings encounter problems which are closer to their daily work and responsibilities as medical students and perceive these problems as ethical problems. Indonesian students perceived substandard care and inequity in healthcare as ethical problems, while Dutch students perceived that cases which are not matters of life and death are less worthy to discuss. Our study suggests that there might be a gap between ethical problems that are discussed in class with teachers, and problems that students actually encounter in practice. Teachers should be aware of the everyday situations in clinical training which may be perceived by students as ethically problematic and should acknowledge and discuss these ethical problems with students as part of the learning processes in ethics education. (shrink)

The central question underlying this study was whether metacognition training could enhance the two metacognition components—knowledge and skills—and the mathematical problem-solving capacities of normal children in grade 3. We also investigated whether metacognitive training had a differential effect according to the children's mathematics level. A total of 48 participants took part in this study, divided into an experimental and a control group, each subdivided into a lower and a normal achievers group. The training programme took an (...) interactive approach in accordance with Schraw's (1998) recommendation and was carried out over five training sessions. Results indicated that children in the training group had significantly higher post-test metacognitive knowledge, metacognitive skills, and mathematical problem-solving scores. In addition, metacognitive training was particularly beneficial to the low achievers. Thus metacognitive training enabled the low achievers to make progress and solve the same number of problems on the post-test as the normal achievers solved on the pre-test. (shrink)

Joshua Greene has argued that the empirical findings of cognitive science have implications for ethics. In particular, he has argued (1) that people’s deontological judgments in response to trolley problems are strongly influenced by at least one morally irrelevant factor, personal force, and are therefore at least somewhat unreliable, and (2) that we ought to trust our consequentialist judgments more than our deontological judgments when making decisions about unfamiliar moral problems. While many cognitive scientists have rejected Greene’s dual-process theory of (...) moral judgment on empirical grounds, philosophers have mostly taken issue with his normative assertions. For the most part, these two discussions have occurred separately. The current analysis aims to remedy this situation by philosophically analyzing the implications of moral dilemma research using the CNI model of moral decision-making – a formalized, mathematical model that decomposes three distinct aspects of moral-dilemma judgments. In particular, we show how research guided by the CNI model reveals significant conceptual, empirical, and theoretical problems with Greene’s dual-process theory, thereby questioning the foundations of his normative conclusions. (shrink)

This commentary criticizes nonverbal methods of assessing theory-of-mind on the basis of prior training of the critical response because they would encourage simple, nonmentalistic, associative solutions even in subjects with mentalistic capacities. I propose instead a new experimental paradigm based upon the use of spontaneous responses in less artificial situations. This method has already provided positive evidence of some level of ToM understanding in nonhuman primates.

Heyes's (1998) triangulation approach to distinguishing a “theory” of mind (ToM) from a “theory” of behavior (ToB) in chimpanzees fails. The ToB theorist can appeal to the explicit training sessions and analogical reasoning to explain/predict the chimpanzees' behaviors. An alternative triangulation experiment is sketched, demonstrating how the removal of such training sessions paves the way toward solving the distinguishability problem.

Introduction. In the structure of the population of Russia, the proportion of older people is increasing, but the duration of the economically active working life of this age category is less than in some European countries. Many elderly Russians having an active life position want and can work. Most of them have a high level of professional education and qualifications, experience, and yet many are not in demand on the labor market, because they do not have enough digital skills. The (...) purpose of this article is to study the situation with employing elderly citizens, identify factors that determine successful mastering information and digital technologies on the bases of the results of retraining and advanced training. Methods. The authors of the article analyze the regulatory legal acts of the Russian Federation and the Russian Federation’s constituent entities (national programs and projects), study the content of the government bodies’ websites, including public employment departments, educational organizations, statistical data are used to assess the state of senior citizens’ employment and education, the authors carry out an empirical study with a survey. Scientific novelty of the study. The authors identify factors that affect the elderly citizens’ employment in industries where digital technologies are actively introduced; point out the factors that positively impact successful elderly citizens’ education. It has been proved that in order to obtain a positive learning outcome, not only the legal and organizational conditions created by the state are required, but also the presence of an educational strategy among the elderly people themselves, an element of which is the development of information and digital technologies. The results of the study make it possible to realize the main problems that hinder employment and training, as well as to predict some trends regarding the position of older people in the new realities of the digital economy. (shrink)

Responding to Michael Luntley's article, ‘Learning, Empowerment and Judgement’, the author shows he cannot successfully make the following three moves: (1) dissolve the analytic distinction between learning by training and learning by reasoning, while advocating the latter; (2) diminish the role of training in Wittgenstein's philosophy, nor attribute to him a rationalist model of learning; and (3) turn to empirical research as a way of solving the philosophical problems he addresses through Wittgenstein. Drawing on José Medina's analysis of (...) the fundamental role of training in Wittgenstein's later philosophy, the paper offers a tour of key passages in the Investigations and other works to develop an understanding of what Wittgenstein meant by ‘mastery of techniques’. In opposition to Luntley's liberal‐individual, or his subject as rational agent, the author explores Wittgenstein's non‐foundationalist, forms of life approach to how we act with agreement. More effort must be given to differentiating Wittgenstein's view from that of the analytic school, which Luntley appears to echo despite his criticism of the analytic divide. (shrink)

The aim of training executive functions is usually to improve the ability to attain real-life goals such as academic achievement, that is, far transfer. Although many executive function trainings are successful in improving executive functions, far transfer is more difficult to achieve. In this perspective article, we focus on the transfer of executive function training to academic performance. First, we disentangle possible sources of transfer problems. We argue that executive functions can facilitate academic performance via two specific pathways, (...) namely learning-related behaviors and learning-related cognitions. Further, we discuss how domain-specific factors may influence the successful application of executive functions to learning in this domain. Second, we discuss how the school setting can be used to enhance executive function training with approaches to facilitating far transfer to academic achievement. Specifically, we suggest that training executive functions as a means to improve academic performance is most promising in young students, for whom both behavioral and domain-specific cognitive demands of formal schooling are quite novel challenges. Furthermore, we outline that students could be supported in far transfer of trained executive functions by being informed of the specific relevance of these skills for learning-related behaviors and by having them practice executive functions under such authentic conditions. Moreover, we suggest that in order to promote ongoing effects of executive function training beyond short-term interventions, teachers should be equipped to consider the specific executive function components that might facilitate and support students’ acquisition of a particular subject matter. (shrink)

Research in science, technology, engineering, and mathematics fields has become much more complex in the twenty-first century. As a result, the students of our Graduate School, who are all Ph.D. candidates, need to be trained in essential skills and processes that are crucial for success in academia and beyond. Some research problems are inherently complex in that they raise deep moral dilemmas, such as antimicrobial resistance, sustainability, dual-use research of concern, and human cloning. Dealing with moral dilemmas is one of (...) several core competencies that twenty-first-century Ph.D. students must acquire. However, this might prove difficult for STEM Ph.D. students who have had limited exposure to moral philosophy. Since the task of dealing with moral dilemmas in STEM research requires input from both scientific and philosophical disciplines, it is argued with the help of the 4 examples above that this task be explicitly modelled as an interdisciplinary process. Furthermore, it is argued that a particular model from the interdisciplinary education literature could serve as a learning tool to support ethical decision-making in research ethics and integrity courses for doctoral students. (shrink)

Historically, scientists in training have learned the rules of ethical conduct by the example of their advisors and other senior scientists and by practice. This paper is intended to serve as a guide for the beginning scientist to some fundamental principles of scientific research ethics. The paper focuses less on issues of outright dishonesty or fraud, and more on the positive aspects of ethical scientific behavior; in other words, what a scientist should do to maintain a high level of (...) ethical conduct in research.There are a number of fairly specific rules, guidelines, or commonly accepted operating principles that have evolved for the ethical conduct of science. In order to discuss this code of ethics, this paper is divided into sections dealing with specific areas of scientific ethics. These areas are: data collection and storage, ownership of data, confidentiality, communication, authorship, collaboration, the peer review system, and rules of dealing with ethical complaints. Illustrative case histories are presented to provide examples of the type of ethical dispute or problem being discussed. If scientific trainees learn the accepted rules of behavior that govern the conduct of science, ethical problems that arise out of ignorance, misunderstanding, or poor communication can be avoided. (shrink)

This paper examines the current interest in ‘art activism’, and the relationship between artistic expression and civil disobedience. Boris Groys has argued that the lack of political dissidence within contemporary art is not down to the ineffectiveness of the aesthetic, but the far more effective intrusion of the aesthetic by the political. As such, the political question of civil disobedience is necessarily an aesthetic one. At the same time, this raises problems for how politically effective artistic dissidence can be. As (...) Grindon argues, if art activism often only mimics ‘real’ social activism, it remains within the boundaries of the gallery system with no real consequences. Most art activism fails to be effective civil disobedience, in this sense, as it already operates within the confines of pre-established curatorial spaces. As such, the use of art for the purposes of civil disobedience cannot be, then, mere aestheticism, but rather must act as ‘an insight into the transformed mechanisms of conquest’ : a conflict over the topology of disobedience which exposes the interrelation of aesthetics and politics through medium, space and archive. This paper critically assesses attempts in contemporary art to re-appropriate the symbolic dimension of dissidence as an aesthetic; in particular the use of militancy, asceticism and dissidence as an attempt to move beyond mere counter-political protest and towards a reclaiming of aesthetics from the intrusions of politics. It uses as a specific case example Militant Training Camp, a social experimental performance camp held at Arcadia Missa Gallery in London, March 2012. This weeklong performance piece was designed to explore the activity and mind-set of militant groups and the idea of non-pacifist activity within wider social movements. Engaging with not only the tradition of anarchist activism, but also more recent artistic engagements with civil disobedience, the camp involved a residential ascetic ‘training programme’ followed by a series of violent performances open to the public, often disturbing other sites of protest such as Anarchist theatres and Occupy sites in the process. The paper uses first-hand documentary evidence and critical reflection on the event in order to argue that, as both an act of civil disobedience, and an exploration of the limits of its aesthetic treatment, the event raises two specific issues surrounding the notion of disobedience and its conceptual possibilities. The first issue is the representation of rage within the context of art activism. Here, the performance is discussed with particular reference to Sloterdijk’s arguments that argues that militancy and revolt operate under a ‘thymotic economy’. However, Sloterdijk’s re-appropriation of the thymotic – a conceptualising of ‘rage’ which is not absorbed within the sublimination of psychology or Habermasian symbolism – is not as simple as offering an alternative, ‘non-symbolic’ rage. Given that modern militancy is always subject to containment, the second issue raised is the formative role of ‘curating’ acts of disobedience. Using the work of Groys on aesthetics and power, the paper assesses how ‘events’ of civil disobedience such as Militant Training Camp are located, represented, circulated and even stored, and the ways in which they might resist their reduction to or supplementing of a further economy which conceals the formative ‘rage’ of disobedience. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Training and Other Important Needs for Nursing AssistantsNanci RobinsonTraining of Nursing AssistantsI think the nursing assistant (NA) training programs should be longer. My original course for Long Term Care was four weeks long after that I took an additional two months at a hospital to work on a Med/ Surg floor. So, I have a combined three months of schooling.Personally, I'd like to see certified nursing assistants (...) (CNAs) given more responsibilities. I'd like to see a six-month program to include CPR and capillary blood glucose (CBG) training as well as more in depth anatomy training. I think six months would keep some, who are just looking for money, out of the field and help keep those of us who really want a career in nursing in the field. It would be a better stepping stone for those who plan to go on to a LPN or RN program.I currently have CBG training but my employer will not let me use it. It's disappointing because it's a skill I have that I can't use and it could really help out the nurses. I think if courses were a bit longer, CNAs might be taken a bit more seriously by their employers and respected by their colleagues in the medical field.I was trained in CBG while working for the hospital and received a card like a CPR card to show I was trained. I live and work and was trained in Arkansas. I'm not allowed to do CBGs in the long-term care and rehab facility where I work now, though. However, unless the resident is diabetic we do have to clip and file nails. It took many years for nurses to gain respect and be allowed to do some things that now CNAs do. For example, for many years doctors didn't feel nurses were qualified to even take vital signs. I suppose CNAs will have the same struggle. [End Page 147]"I'm wondering if extending the initial training time would not keep many out of the field, because they need a job with income ASAP." The same could be said for LPN training, could it not? Or even an RN. I don't understand why there is a train of thought that "anyone" should be allowed to be a CNA and as quickly as possible. I can tell when I'm working alongside a Certified Nursing Assistant who is in it because they want to be versus someone who wants the paycheck (not sure why, though, because to be honest Arkansas doesn't pay CNAs all that great, though I suppose for some it might be better than McDonalds). I took a $5 an hour paycut go get back into nursing because it's my passion, and while we all need a paycheck, that should not be the only reason for doing this work."If extending the initial training time would keep many out of the field because they need a job with income ASAP, maybe employer facility-specific follow-up training would seem to be much more feasible for all. A CNA-in-training could be responsible for a lighter than 'normal' shift assignment while under the guidance of a qualified proctor CNA. It could improve efficiency and quality of care in the long run and probably improve retention rate of CNAs, for those administrators that are astute enough to consider the long-term effects of their policies." This might be good—the only problem is that most facilities aren't going to want to absorb any cost this might create by having additional staff for this purpose. Also, on the job training is not appreciated by employers as much as what might be considered actual "education" hours. Most CNAs want to do as much patient care as they can for the nurse—learning to assist with dressing changes, CBGs and other things that would be beneficial for both CNAs and the Nurse.Ensuring there is enough staff and that those staff members are there for the right reasons would do much more to improve the retention rate of NAs or CNAs. (I'm a... (shrink)

By investigating the status quo of the swimming training market in a certain area, we can obtain information on the current development of the swimming training market in a certain area and study the laws of the development of the market so as to provide a theoretical basis for the development of the market. This paper designs an evaluation algorithm suitable for swimming training based on the improved AlexNet network. The algorithm model uses a 3 × 3 (...) size convolution kernel to extract features, and the pooling layer uses a nonoverlapping pooling strategy. In order to accelerate the network convergence, the model introduces batch normalization technology. The algorithm uses data augmentation technology to expand the data set, including rotation and random erasure, to a certain extent alleviating the problem of overfitting. The results of the study showed that there were no significant differences in fat, minerals, protein, body mass index, basal metabolic rate, and total energy expenditure in the body composition ratios of children in the convolutional neural network assessment group and the control group, while muscle and total body water were not significantly different. However, there are significant differences in fat-free body weight and muscle strength of various segments of the body, among which there are very significant differences in muscle strength of lower limbs in each segment of the body. There were no significant differences in minerals, body mass index, basal metabolic rate, total energy expenditure, and lower limb muscle strength in the body composition ratios of men and women in the convolutional neural network assessment group. There are significant differences in body weight, upper limb muscle strength, and trunk muscle strength. There were no significant differences in the proportions of body composition between men and women in the control group, except for fat and protein. (shrink)

The article deals with the problems of inconsistency of Ukrainian translation education with the trends of the postmodern state of society and the advisability of introducing the achievements of the American system of training translators is substantiated. The article describes the organization of training masters in technical translation in the United States on the basis of a systematic analysis, in particular, the structure and content, forms and methods of teaching and learning masters in technical translation. Postmodern tendencies and (...) peculiarities of master's education in the USA are revealed and substantiated. The principles of permanent improvement of translation competence, profile and general cultural orientation are described; ensuring the full formation of the readiness of graduates of master's programs in technical translation for highly qualified, productive and creative professional activities; learning in a multicultural environment; application of the latest means of automated translation during training; certification of technical translators. For the reform of translation education in Ukraine, these trends are identified as key. The results of the study were obtained by applying a comparative typological and systems analysis, the method of extrapolating educational trends in the United States and Ukraine in relation to the postmodern context of society and its practical requirements for translation education. The practical significance of the article lies in borrowing the American experience of postmodern aspects of translation education, which can be useful to the countries of the former socialist camp and post-Soviet society. (shrink)

The paper examines the education and training of adults in ethics. It applies to courses at universities and colleges as well as in the work place. The paper explores the evidence on our ability to strengthen moral behaviour through courses on ethics, finds it to be weak, so starts with the assumption that we cannot teach people to be ethical. The paper asks therefore what the objectives of a course could be and how best to achieve them. It examines (...) the different theories in the literature, eventually settling on four objectives: increasing moral cognition; teaching a widening and strengthening of ethical practices; adopting teaching approaches that maximise learning impact, and developing the personal skills of individuals in negotiation and persuasion. All four objectives are of value to people who seek an ethical work environment. The paper then explores the theories and differing approaches used for achieving each objective, including among others, public interest disclosures, structuring and using codes of ethics, case problems and other experiential learning techniques, organisational and institutional approaches to ensuring ethical behaviour, classroom interaction, the role of theory, team teaching and tailoring the courses to meet an ethical needs analysis for that discipline, profession or organisation. (shrink)

The 21st century, in which science and technology developed with great acceleration, made the physical and social distances between people more permeable with the effect of globalization inherited from the previous century. In such an age where everybody is aware of everything, not only positive developments but also all kinds of information, beliefs and actions that may be considered negative for humanity can instantly spread and become widespread all over the world. For example, the adoption of attitudes and behaviors that (...) do not correspond to human values such as consumption, selfishness, narcissism, vanity, arrogance, humiliation, mockery, especially among young people, is worrisome. It is a fact that the generation Z, who was born in the lap of technology, is vulnerable to technology and more susceptible to its damages. In today's world, which is also defined as the age of technology and information, young people can be exposed to all kinds of written and visual information pollution via the internet. Moreover, this situation paves the way for negative attitudes and behaviors such as waste of time and energy, consumption habits, addiction, estrangement from values, alienation, problem of belonging, dissatisfaction among young people. For this reason, this age is polluting the young people not only mentally but also spiritually. Not only the individual themself but also societies have to pay the bill for the inability to satisfy the material and spiritual dimension of the human in a healthy and appropriate manner. For this reason, the education of the new generation is a duty on the family, educators, non-governmental organizations and society as a whole. One of the first and most important steps to be taken in order to protect young people from all these adverse developments and to ensure their participation in the society as a healthy individual is undoubtedly their upbringing with moral values. Because values are the preconditions for a young person to exist as an adult with personality, morality, responsibility, sensitivity to the other and their environment, and who has discovered their own meaning and importance in the world. Therefore, knowing the spiritual-humanistic values of young people, who are the guarantors of the future, will give adults an idea about predicting today and the future and taking necessary measures. The aim of this study is; to determine the spiritual-humanistic value tendencies of high school students. The research was conducted on a total of 450 students studying at different types of high schools in the province of Sinop in the 2019-2020 academic year. The research data was collected through questionnaires and scales from quantitative research methods were analyzed according to age, gender, class, economic status, perception of success, family structure, family attitude perception, duration of social media use and social media usage purpose variables. According to the results of the research, the students got the highest average score (4.28) from moral values and the lowest average score (3.19) from respect value. There is a positive correlation between all dimensions of the spiritual-humanistic values disposition scale. Mann Witney U-Test and Kruskal Wallis H-Test, which are non-parametric tests, were used in the analysis of the scale that did not show normal distribution. According to the test results, there was no relationship between the sub-dimensions of the scale; moral values, love, respect and sensitivity mean scale score and gender, age, perception of success, family attitude perception, duration of social media use and social media use purpose variables, because p> 0.05. However, there was a significant correlation between the point average of moral tendency of the sample group and school type, mother education and father education; between the average score of love value and the school type variable; respect value average score and class, school type, perceived economic situation and mother education; between the mean score of sensitivity value and the variable of family structure (p <0.05). (shrink)

BACKGROUND -/- The importance of ontologies in the biomedical domain is generally recognized. However, their quality is often too poor for large-scale use in critical applications, at least partially due to insufficient training of ontology developers. -/- OBJECTIVE -/- To show the efficacy of guideline-based ontology development training on the performance of ontology developers. The hypothesis was that students who received training on top-level ontologies and design patterns perform better than those who only received training in (...) the basic principles of formal ontology engineering. -/- METHODS -/- A curriculum was implemented based on a guideline for ontology design. A randomized controlled trial on the efficacy of this curriculum was performed with 24 students from bioinformatics and related fields. After joint training on the fundamentals of ontology development the students were randomly allocated to two groups. During the intervention, each group received training on different topics in ontology development. In the assessment phase, all students were asked to solve modeling problems on topics taught differentially in the intervention phase. Primary outcome was the similarity of the students’ ontology artefacts compared with gold standard ontologies developed by the authors before the experiment; secondary outcome was the intra-group similarity of group members’ ontologies. -/- RESULTS -/- The experiment showed no significant effect of the guideline-based training on the performance of ontology developers (a) the ontologies developed after specific training were only slightly but not significantly closer to the gold standard ontologies than the ontologies developed without prior specific training; (b) although significant differences for certain ontologies were detected, the intra-group similarity was not consistently influenced in one direction by the differential training. -/- CONCLUSION -/- Methodologically limited, this study cannot be interpreted as a general failure of a guideline-based approach to ontology development. Further research is needed to increase insight into whether specific development guidelines and practices in ontology design are effective. (shrink)

Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding ‘groundless knowledge’ and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of ‘bedrock’ certainties in providing stability amidst the Heraclitean flux. I then look into the formation of sedimented bedrock knowledge, (...) or practices of knowing, by comparing Wittgenstein's remarks on animal habituation and initiate training into human forms of life. In the latter case, mastery of techniques—our common education—secures agreement in judgment. Finally, I entertain Wittgenstein's obscure references to Einstein's Relativity in Zettel, showing initiate training as a way of ‘setting the clocks’ with variable degrees of certainty, relative to the language‐games played. Together, these three approaches help us to stop the ‘endless circling’ when philosophers try to address knowledge questions through the logic of object and designation, or verification of correspondence between propositions and things. Instead, attention moves to the way we educate our children and how we employ agreements and bedrock certainties in practices. (shrink)

In this article we present a training program based on the empirical research conducted in the project 'argumentational integrity'. After a brief sketch of the problem dimensions concerning unfair argumentation we give an overview of the training concept and the underlying empirical research. Exemplification of the instructional design is given for the second and the fifth training dimension (standards of argumentational integrity and reactions to unfair contributions). Finally we indicate how the training is to be (...) evaluated and present initial results demonstrating that in comparison with an untrained control group participants in the training significantly improve their skills in identifying and naming argumentative rule violations. (shrink)

Given the widespread acceptance of computational thinking in educational systems around the world, primary and higher education has begun thinking about how to cultivate students' CT competences. The artificial intelligence of things combines artificial intelligence and the Internet of things and involves integrating sensing technologies at the lowest level with relevant algorithms in order to solve real-world problems. Thus, it has now become a popular technological application for CT training. In this study, a novel AIoT learning with Augmented Reality (...) technology was proposed and explored the effect of CT skills. The students used AR applications to understand AIoT applications in practice, attempted the placement of different AR sensors in actual scenarios, and further generalized and designed algorithms. Based on the results of the experimental course, we explored the influence of prior knowledge and usage intention on students' CT competence training. The results show that proposed AIoT learning can increase students' learning intention and that they had a positive impact on problem solving and comprehension with AR technology, as well as application planning and design. (shrink)

Like other science, technology, engineering, and mathematics fields, ecological research needs ethics. Given the rapid pace of technological developments and social change, it is important for scientists to have the vocabulary and critical-thinking skills necessary to identify, analyze, and communicate the ethical issues generated by the research and practices within their fields of specialization. The goal of introducing ethics education for ecological researchers would be to promote a discipline in which scientists are willing and able to engage in ethical questions (...) and problem solving, even if they do so inadequately at first. Practicing ecologists ought to be able to identify and critically evaluate the ethical dimensions of their field studies because ecologists are at the forefront of important interfaces between humans and other-than-human organisms and natural systems. They are among the first to identify the impact of anthropogenic changes to the environments. Rapidly changing local and global environments mean that ecologists will be on the front line of any efforts to create a sustainable lifestyle for humans on this planet. (shrink)

The present article is an attempt to put together our collective reflections about the experiences of the past three years with teachres we have introduced to the "philosophy for children" program. Each of us has some experience working with an element of supervision, and we have brought our problems together at our weekly research meetings. We have also been involved in analyzing video recordings of experienced teachers, with the aim of clarifying what we mean by a good philosophical discussion.

Training nurses on spiritual principles and values helps to stimulate moral imagery and a deep understanding of moral problems in them. However, spirituality issue was not included in ethical educa...