This study examined the quality of children's assent to a clinical trial. In subjects younger than 9 years of age, understanding of most aspects of the study was found to be poor to non-existent. Understanding of procedures was poor in almost all subjects. In addition, voluntariness may have been compromised in many subjects by their belief that failure to complete the study would displease others. If the fact that a child's assent has been obtained is used to justify the exposure (...) of that child to the potential harm of a non-therapeutic blood sample, the assent must be meaningful. In the nutrition study observed here, the quality of the assent of children younger than 9 years of age was very poor. The assent therefore did not provide a valid justification for requesting a blood sample from these children. This study indicates that most children younger than 9 years of age cannot be expected to consent or assent to clinical research in a meaningful way. The current age of 7 years for initiating assent (in addition to parental consent) is possibly not appropriate and should be reconsidered. (shrink)

Here, in our approximation of polaron theory, we examine the importance of introducing theT product, which turn out to be a very convenient theoretical approach for the calculation of thermodynamical averages.We focus attention on the investigation of the so-called linear polaron Hamiltonian and present in detail the calculation of the correlation function, spectral function, and Green function for such a linear system.It is shown that the linear polaron Hamiltonian provides an exactly solvable model of our system, and the result obtained (...) with this approach holds true for an arbitrary coupling constant which describes the strength of interaction between the electron and the lattice vibrations. Then, with the help of a variational technique, we show the possibility of reducing the real polaron Hamiltonian to a socalled trial or approximate linear model Hamiltonian.We also consider the exact calculation of free energy with a special technique that reduces calculations with the help of the T product, which, in our opinion, works much better and is easier than other analogous considerations, for example, the path-integral or Feynman-integral method.(1,2)Here we furthermore recall our own work,(4) where it was shown that the results of Refs. 7 and 8 concerning the impedance calculation in the polaron model may be obtained directly without the use of the path-integral method.The study of the polaron system's thermodynamics is carried out by us in the framework of the functional method. A calculation of the free energy and the momentum distribution function is proposed.Note also that the polaron systems with strong coupling(9) proved to be useful in different quantum field models in connection with the construction of dynamical models of composite particles. A rigorous solution of the special strong-coupling polaron problem, describing the interaction of a nonrelativistic particle with a quantum field, was given by Bogolubov.(3) The works of Tavkhelidze, Fedyanin, Khrustalev, and others(10–13) are dedicated to the further development and generalization of the Bogolubov method.Notice, too, that the electron-photon interaction effects play an important part in many problems of modern solid state theory (see, e.g., Refs. 7 and 14–19).The present paper summarizes a set of lectures delivered as a special course in the physics department of Moscow State University. (shrink)

Adequate measurement is an essential component of the assessment of mental health disorders and symptoms such as depression and anxiety. The present study investigated sex-specific differences in the Patient Health Questionnaire-9 and Generalized Anxiety Disorder-7. This comprehensive cross-sectional design study pursued four objectives: measurement invariance of PHQ-9 and GAD-7 between male and female; depression and anxiety prevalence differences; cross-sex differences in the relationship between depression and anxiety; and a comparison of symptom heterogeneity. A sample of 1966 students from South Africa (...) completed the PHQ-9 and the GAD-7. Data analyses for measurement invariance, latent class analysis, inter-variable correlations and group comparisons were conducted in Mplus. The two-dimensional PHQ-9 achieved scalar invariance, while the GAD-7 yielded metric invariance. The somatic and non-somatic latent dimensions of depression were compared and showed no significant difference between male and female groups. The positive relationship between depression and anxiety was also not significantly different between the two groups. While the PHQ-9 symptoms formed three classes in the male group, and four classes in the female group, the GAD-7 had the same number of classes and a similar pattern between the two groups. These findings hold implications for the measurement, assessment and understanding of symptom manifestation and distribution, as well as the treatment of depression and anxiety in South Africa. (shrink)

Where there is festivity and song, there is also play and game. This was at least true for many pre-modern popular gatherings. But where is play and game in contemporary sport for all? In this chap...

Sudoku puzzles, which are popular worldwide, require individuals to infer the missing digits in a 9 9 array according to the general rule that every digit from 1 to 9 must occur once in each row, in each column, and in each of the 3-by-3 boxes in the array. We present a theory of how individuals solve these puzzles. It postulates that they rely solely on pure deductions, and that they spontaneously acquire various deductive tactics, which differ in their difficulty (...) depending on their “relational complexity”, i.e., the number of constraints on which they depend. A major strategic shift is necessary to acquire tactics for more difficult puzzles: solvers have to keep track of possible digits in a cell. We report three experiments corroborating this theory. We also discuss their implications for theories of reasoning that downplay the role of deduction in everyday reasoning. (shrink)

BackgroundEuthanasia is performed on occasion, even on newborns, but is highly controversial, and it is prohibited by law and condemned by medical ethics in most countries.AimTo characterise and compare the judgments of lay persons, nurses, and physicians of the acceptability of actively ending the life of a damaged newborn.MethodsConvenience samples of 237 lay persons, 214 nurses, and 76 physicians in the south of France rated the acceptability on a scale of 0–10 of giving a lethal injection in 54 scenarios composed (...) of all combinations of 4 within-subject factors: gestational age of 6,7, or 9 months; 3 levels of severity of either perinatal asphyxia or of genetic disease; attitude of the parents about prolonging care unknown, favourable, or unfavourable; and decision made individually by the physician or collectively by the medical team. Overall ratings were subjected to cluster analysis and each cluster to analysis of variance and graphic representation.ResultsLay persons (mean acceptability rating 4.29) were significantly more favourable to euthanasia than nurses (2.84), p<.005, or physicians (2.12), p<.005. Five clusters were found with different judgment rules, i.e., how the information was integrated. More physicians (30 per cent) than nurses (14 per cent), p<.01, or lay persons (11 percent), p<.01, rated euthanasia as never, under any condition, acceptable. Most, however, asserted that it was increasingly acceptable as the factors combined to favour it, especially when the parents desired to stop treatment. More physicians (45 per cent) and nurses (46 per cent) than lay persons (21 per cent), p<.01, used a complex conjunctive rule (level of parent’s attitude x level of severity of damage x consultation with team or not) rather than a simple additive rule.ConclusionsUnlike lawand medical ethics, most of the lay persons. nurses, and physicians judged the acceptability of euthanasia as a function of the circumstances. Most health professionals combined the factors in a conjunctive (multiplicative), rather than additive, fashion in accordance with legislation for adults in the Netherlands and elsewhere that requires a set of criteria to be fulfilled before it is legitimate to end apatient’s life. (shrink)

This study investigated the roles of problem structure and strategy use in problem encoding. Fourth‐grade students solved and explained a set of typical addition problems (e.g., 5 + 4 + 9 + 5 = _) and mathematical equivalence problems (e.g., 4 + 3 + 6 = 4 + _ or 6 + 4 + 5 = _ + 5). Next, they completed an encoding task in which they reconstructed addition and equivalence problems after viewing each for 5 s. Equivalence problems (...) of the form 4 + 3 + 6 = 4 + _ overlap with a perceptual pattern found in traditional arithmetic problems (i.e., answer blank in final position), and students' encoding was poorest on problems of this type. Individual differences in encoding the equivalence problems were related to variations in strategy use. Some students solved blank‐final equivalence problems using the standard arithmetic strategy of performing all given operations on all given numbers. These students made more errors in encoding problem structure, but fewer errors in encoding the numbers, than did students who solved the problems using correct or other incorrect strategies. Moreover, students who expressed many strategies for solving the blank‐final equivalence problems made fewer errors in encoding problem structure, but more errors in encoding the numbers, than did students who expressed only a single strategy. Results highlight that encoding is intended to guide action and that prior experience can simultaneously facilitate and interfere with accurate encoding. (shrink)

In 1023ff. the poet explains that he has not been spoiled by success. The verb ༐κτελσαι in 1024 has been suspected, and though recent editors accept it, taking it as absolute, I am far from convinced that it is what the author wrote. Blaydes, in his usual fashion, records conjectures and makes some of his own, but though he hits the mark quite often in Aristophanes as he does in Sophocles, in this passage his efforts, e.g. ༐κγελσαι, fail to satisfy. (...) I propose instead ༐κχαλσαι, ‘relax’. It might be transitive, but I slightly prefer to take it as intransitive. It is a rare word and all the more likely to be corrupted. The best parallel I can find is Hippocrates, De Octimestri Partu 1.2 : ουες ༐υ oσι τυ ρχυ ༐τρøη, ὣσπερ τυ σταχωυ, ζεχλασαυ πρσθευ υαγκαζμευου 祴 τελεως ζαδρυυθυαι τυ καρπυ. The verb is correctly transmitted in the best MS, Marc.gr. 269, while the other main source of the treatise, Vat.gr. 276, offers ζεκλεσαυ9, which is clearly due to an error by a scribe who did not recognize the unusual word required by the context. As to the date of this treatise, it is believed by one of the best modern authorities to be no later than the end of the fifth century and is therefore nearly contemporary with Aristophanes. (shrink)

In 1023ff. the poet explains that he has not been spoiled by success. The verb ༐κτελσαι in 1024 has been suspected, and though recent editors accept it, taking it as absolute, I am far from convinced that it is what the author wrote. Blaydes, in his usual fashion, records conjectures and makes some of his own, but though he hits the mark quite often in Aristophanes as he does in Sophocles, in this passage his efforts, e.g. ༐κγελσαι, fail to satisfy. (...) I propose instead ༐κχαλσαι, ‘relax’. It might be transitive, but I slightly prefer to take it as intransitive. It is a rare word and all the more likely to be corrupted. The best parallel I can find is Hippocrates, De Octimestri Partu 1.2 : ουες ༐υ oσι τυ ρχυ ༐τρøη, ὣσπερ τυ σταχωυ, ζεχλασαυ πρσθευ υαγκαζμευου 祴 τελεως ζαδρυυθυαι τυ καρπυ. The verb is correctly transmitted in the best MS, Marc.gr. 269, while the other main source of the treatise, Vat.gr. 276, offers ζεκλεσαυ9, which is clearly due to an error by a scribe who did not recognize the unusual word required by the context. As to the date of this treatise, it is believed by one of the best modern authorities to be no later than the end of the fifth century and is therefore nearly contemporary with Aristophanes. (shrink)

In June 2002, Arthur Andersen LLP became the first accounting firm in history to be criminally convicted. The repercussions were immense. From a position as one of the leading professional services firms in the world, with 85,000 staff in 84 countries and revenues in excess of $9 billion, Andersen effectively ceased to exist within a matter of months. Although Andersen’s conviction related specifically to a charge of obstructing justice, public attention focused on the audit relationship between Andersen and its major (...) client, Enron Corporation, particularly the actions (and inactions) that had allowed Enron to post spectacular year-on-year earnings and profit growth. As well as examining events leading up to the demise of Andersen, the case provides an opportunity to consider the broader controversy over accounting and corporate governance practices and, more generally, the pressures found within organisations that can foster unethical conduct. The case was prepared from public sources. (shrink)

1. Omdöme och verklighet.--2. Omdömet.--3. Filosofiens uppgift och metod.--4. Kunskapsläran under antiken (utom Aristoteles)--5. Aristoteles' kunskapslära.--6. Kunskapsläran från antiken till Kant.--7. Kants kunskapslära.--8. Några rektningar i nyare kunskapslara.--9. Om erinringen.

In this article I am making what is, as far as I know, the first systematic analysis of Justin books 7, 8 and 9. The method is that which I employed in analysing the sources of Diodorus 16 in CQ 31 , 79ff. and 32 , 137ff. Previous scholars had looked for similarities between the fragments of ancient historians and details in the text of Diodorus, and they had taken any such similarity as proof of a particular source being followed. (...) They had carried their method to extremes: A. Momigliano, for instance, had concluded that Diodorus changed his source 12 times within 23 chapters, and R. Laqueur 18 times within 4 chapters in book 16. My system was to define separable Groups of narrative on the basis of fullness, accuracy, military and political detail, and attitude to the general theme, and to see how far any one Group could be attributed to an ancient author. I begin, therefore, with separable Groups of narrative. (shrink)

One of the most frequently discussed passages from Locke's An Essay Concerning the Human Understanding is that which occurs in IV.vii.9, where he writes:… the Ideas first in the Mind, ‘tis evident, are those of particular Things, from whence, by slow degrees, the Understanding proceeds to some few general ones; which being taken from the ordinary and familiar Objects of Sense, are settled in the Mind, with general Names to them. Thus particular Ideas are first received and distinguished, and so (...) Knowledge got about them: and next to them, the less general, or specifick, which are next to particular. For abstract Ideas are not so obvious or easie to Children, or the yet unexercised Mind, as particular ones. If they seem so to grown Men, ’tis only because by constant and familiar use they are made so. For when we nicely reflect upon them, we shall find, that general Ideas are Fictions and Contrivances of the Mind, that carry difficulty with them, and do not so easily offer themselves, as we are apt to imagine. For example, Does it not require some pains and skill to form the general Idea of a Triangle, for it must be neither Oblique, nor Rectangle, neither Equilateral, Equicrural, nor Scalenon; but all and none of these at once. In effect, it is something imperfect, that cannot exist; an Idea wherein some parts of several different and inconsistent Ideas are put together.I shall not pretend that what Locke is claiming in this passage is wholly clear, nor shall I try to defend the views expressed in it. My intention is to show that what he says here has been widely misinterpreted. It has become common to treat the contents of the passage as aberrant; as presenting a ridiculous variant on his main thesis on abstraction, or that very thesis elaborated with a foolish rhetorical flourish. But what is said in this passage is not something said elsewhere, nor is it an alternative to something said elsewhere. Here, and nowhere else, Locke shows awareness of implications for his doctrine of abstraction, of views he holds about simple ideas. (shrink)

The II. constitutional period is a period of renewal in many areas. Political, social and educational changes also had influences in the field of religious education. One of the examples of these changes is the ʻAmelī I҆lmiḥal textbook written by Halim Sabit (DOD. 1946) in five volumes for both teachers and student. This study particularly aims to assess this textbook in terms of religious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written (...) for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. Summary: Education I҅lmiḥal, occupies an important place in the history of Islamic religious education. According to the religion of both adults and children to learn the principles of faith and worship, it is aimed to shape the daily life. In this context, for example, during the Ottoman period, In the period of II. Mahmut, boys were required to attend the primary school. Thus, it was ensured that children could learn I҅lmiḥal and Islamic sharia properly. Children are taught alif ba for Qurʾān readings in primary schools, as simple as required by religious duties, writing skills have been acquired and the four processing rules are memorized. The II. constitutional period is a period of renewal in many areas. Extreme innovative thinking is also reflected in education. Especially after the Balkan wars, the idea that the collapsing state would be saved through education was dominant. For the first time, a higher education institution for girls and a kindergarten for young children were opened. By recognizing the importance of pedagogy knowledge in teaching, the students have switched to a system where they can search for observation and experiment. Innovations in educational methods have started to be seen. It was seriously opposed to memorization, and the question and answer was seen as old methods. Instead, it was proposed to use sightseeing observation and discovery. Political, social and educational changes are also reflected in the field of religious education. As a reflection of the newly introduced methods, there have been changes in the ʻAmelī I҆lmiḥal books prepared for children. One of the examples of this is the ʻAmelī ʻIlmiḥal textbook, which was written by Halim Sabit in five volumes. This ʻAmelī I҆lmiḥal was prepared in 5 volumes for teachers and students.The main purpose of this study is to evaluate ʻAmelī I҆lmiḥal textbook in terms of religious education This study particularly aims to assess this textbook in terms of reigious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. The textbook prepared for the students of the first year consists of 21 boards/sheets. The sentences are quite self and short. The contents of the board/sheet are well suited to be discussed and explained. There are no headlines on the boards/sheets. The language of text is Ottoman. It is possible to express the topics covered in the book under the following themes:Prayer and Sūras: Basmala, Kalima Tawḥīd, Kalima Shahāda, Fātiḥa, Subḥana Rabbiyal Aʿala, Subhana rabbiyal ʿAẓim, As-salāmu ʿalaykum va Raḥmatullah, Taḥiyyat, Salawat Sharif, Iḥlas, Kawthar, Subḥanaka Prayer, Qunut Prayers.Faith Issues: Allāh, the fear of Allāh, thanks to Allāh, the Qurʾān, Prophets, Prophet Muḥammad, The Hereafter, Heaven Hell, Angels.ʿIbādat Issues: Zakāt, Ablution, Prayer, Adhān, worship in General (Salāt, Ṣawm, Zakāt, Ḥajj)Social Issues: Friendship, affection for minors, affection for parents, Muslims are Brother, human love, respect for the elderly, respect for scholars.The textbook prepared for the teachers of the first year; consists of 21 pages, 69 pages and Ottoman. As the students do not include the topics in the textbook, it is appropriate to mention the names of the subjects in the textbook of the teacher:1. Subject: Memorization of the Word of Tawḥīd and word of Shahāda; 2. Topic: Raising ideas about the nation in children; 3. Subject: The adjectives of Allāh Almighty; 4. Subject: Love of Allāh; 5. Subject: Angels; 6. Subject: The Divine Books; 7. Subject: Prophets 8. Subject: The Hereafter; 9. Subject: Thank Allāh; 10. Subject: Repentance; 11. Topic: Protecting the language from bad words and threats; 12. Subject: Zakāt and charity; 13. Subject: Riya҆ and his goodness engrave; 14. Subject: Love to the prophet Muḥammad; 15. Subject: Parental love; 16. Subject: The brotherhood of Islam; Subject: Human love; 18. Subject: Ablution; Subject: Prayer; 20. Subject: Respect for the elderly; 21. Subject: Love to ʿulamāʾ; 22. Subject: Fear of Allāh.Halim Sabit also gave information about the methods and techniques to be used in the course and emphasized that the teacher told his / her not by looking at the book. He thought it would be only influence the student in this way. It is recommended to use the appropriate language for the child, to make an introduction in the subjects that will be learned in the new subjects and to draw attention to the subject and to teach the subject gradually. An important advice is the knowledge that the teacher wants him / her to do in the long-term memory in the present sense. The teacher must repeat a subject several times while teaching a subject, and should not immediately remind a student of forgotten subjects, talk to a student and has finded to him. A subject should not be passed without being thoroughly understood, and the classroom needs to be opened by the teacher in order not to forget the learned subjects. The first fifteen minutes of each course should be reserved for the repetition of previously learned subjects. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. (shrink)

v. 1. El problema del ente ideal ; Ontología de la existencia histórica ; La claridad en filosofía y otros estudios -- v. 2. Fundamentos de filosofía -- v. 3. La función social de los saberes liberales ; Persona humana y justicia social ; La formació de la personalidad humana -- 4. La estructura de la subjetividad -- v. 5. Economía y libertad -- v. 6. Sobre el hombre y la sociedad ; Universidad y sociedad -- v. 8. Teoría del (...) objeto puro (1990) -- v. 9. La libre afirmación de nuetrso ser ; Ética y realismo -- v. 10. El valor de la libertad (1995) ; El interés por la verdad (1997) -- v. 11. La lógica de los conceptos metafísica (2002-2003) ; La inmortalidad del alma humana (2008) -- v. 12. Artículos y otros escritos breves. (shrink)

Recently, Jenny Strauss Clay has put forward the suggestion that the ‘goat island’ on which Odysseus lands before crossing over to the Cyclopes is ‘none other than Hyperia, the former home of the Phaeacians from which they emigrated to Scheria under the leadership of Nausithoos on account of the depredations of the Cyclopes.’ She arrives at this suggestion by combining the former proximity of the Phaeacians and Cyclopes with the fact that the island νδρν χηρεύει , ‘is bereft of men’ (...) . The argument seems debatable. First, the word χηρεύει is a hapax, which Homer may or may not have used in a metaphorical way; our words ‘desert’ and ‘deserted’ are also used of places which have not been inhabited before. Second, nothing in the description of the island suggests previous habitation. Third, the Phaeacians are said to have left Hyperia to escape the plundering of the Cyclopes , but the Cyclopes are also explicitly described as lacking ships and shipbuilders . Consequently, Hyperia will hardly have been an island, nor the ‘goat island’ Hyperia. Modern studies of Odysseus' visit to the Cyclopes often focus on the nature/culture aspects of the episode. The wild goats of ‘goat island’ in line 124 — βóσκει δέ τε μηκδας αγας — have regularly been included in these analyses. For example, C. Calame has well pointed out that ‘ce dernier trait distingue le complexe sémantique que définit l'Île Petite de celui que représente Polyphème et son monde: alors que Polyphème avait avec le monde des hommes le trait commun de l'élevage du petit bétail, la figure sémantique de l'Île Petite inverse exactement les traits caractérisant le monde des hommes.’. (shrink)

1. 'P'osŭt'ŭ' tamnon ŭi yuryŏngdŭl : aedo ŭi aedo rŭl wihayŏ -- 2. Chwap'a mesiajuŭi ranŭn irŭm ŭi yongmang : 'p'osŭt'ŭ-p'osŭt'ŭ tamnon' ŭi kungnae suyong e taehayŏ -- 3. Sigan kwa chŏngŭi : Penyamin, Haidegŏ, Terida -- 4. Kungmin iranŭn noye : chŏnch'ejuŭijŏk kungmin kukkaron e taehan pip'anjŏk koch'al -- 5. Ŏttŏn sangsang ŭi kongdongch'e : minjok, kungmin kŭrigo kŭ nŏmŏ -- 6. Hanbando p'yŏnghwa ch'eje ŭi (t'al) kuch'uk ŭl wihayŏ : ŭl ŭi minjujuŭi ŭi kwanchŏm esŏ -- 7. P'uk'o (...) wa minjujuŭi : pakkat ŭi chŏngch'i, sinjayujuŭi, taehang p'umhaeng -- 8. Marŭk'ŭsŭ wa Alt'wiserŭ sai ŭi P'uk'o -- 9. (T'al) hyŏndae ihu, Marŭk'ŭsŭjuŭi ihu : Terida, K'ojellek, Ch'ak'ŭrabarŭt'i, kŭrigo kŭ nŏmŏ -- 10. Ch'akch'wi, paeje, rip'ŭrijent'eisyŏn : Marŭk'ŭsŭjuŭi ŭi t'alguch'uk. (shrink)

Machine generated contents note: Part 1 - The Constituent Disciplines of Cognitive Science -- Philosophical Epistemology -- Glossary -- 1.0 What is Philosophical Epistemology? -- 1.1 The reduced history of Philosophy Part I - The Classical Age -- 1.2 Mind and World - The problem of objectivity -- 1.3 The reduced history of Philosophy Part II - The twentieth century -- 1.4 The philosophy of Cognitive Science -- 1.5 Mind in Philosophy: summary -- 1.6 The Nolanian Framework (so far) -- (...) Psychology -- 2.0 Why is Psychology so difficult? -- 2.1 A brief history of Experimental Psychology -- 2.2 Methodologies in Psychology -- 2.3 Perception -- 2.4 Memory -- 2.5 Mind in Psychology -- Linguistics -- 3.0 Introduction -- 3.1 Why Linguistics? -- 3.2 Computation and Linguistics -- 3.3 The main grammatical theories -- 3.4 Language development and linguistics -- 3.5 Toward a definition of context -- 3.6 The multifarious uses of Language -- 3.7 Linguistics and Computational Linguistics -- 3.8 Language and other symbol systems -- 3.9 On the notion of context -- 3.10 Mind in Linguistics: summary -- Neuroscience -- 4.0 The constituent disciplines of Neuroscience -- 4.1 The methodology of Neuroscience -- 4.2 Gross Neuroanatomy -- 4.3 Some relevant findings -- 4.4 Connectionism (PDP) -- 4.5 The victory of Neuroscience? -- 4.6 Mind in Neuroscience: summary -- Artificial Intelligence -- 5.0 Introduction -- 5.1 Al and Cognitive Science -- 5.2 Skeptics and their techniques -- 5.3 Al as Computer Science -- 5.4 Al as software -- 5.5 The current methodological debate -- 5.6 Context, syntax and semantics -- 5.7 Mind in Al -- 5.8 Texts on Al -- Etholoqy and Ethnoscience -- 6.1 Etology -- 6.2 Ethnoscience -- 6.3 Mind in Ethology arid Ethnoscience -- Part II - A New Foundation for Cognitive Science -- - Symbol Systems -- 7.1 Characteristics of symbol systems -- 7.2 Context and the layers of symbol systems -- 7.3 Mind and symbol systems -- Consciousness and Selfhood -- 8.0 Introduction -- 8.1 Cognitive views -- 8.2 What is at stake? -- 8.3 Consciousness as treated in Philosophy -- 8.4 The Development of Selfhood -- 8.5 The minimal requirements for this theory -- 8.6 Self as a filter -- 8.7 Self and motivation -- 8.8 Conclusions -- 8.9 Recent developments -- Cognitive Science and the Search for Mind -- 9.1 Introduction -- 9.2 Review -- 9.3 A Theory of Mind anyone? -- 9.4 Foundational considerations -- 9.5 Coda: the Nolanian Framework. (shrink)

Antonio Argandoña, Norbert Bilbeny, Victòria Camps, Miquel Calsina, Àngel Castiñeira, Cristian Palazzi, Ferran Requejo, Raimon Ribera, Begoña Román, Ferran Sàez, Miquel Seguró, Francesc Torralba, Josep Maria Vallès, Rosamund Thomas Ramon Llull Journal of Applied Ethics 2012 3(3):9-16.