The aim of the study was to explore the experiences of night nurses. An interpretative phenomenological study was undertaken, and 35 nurses working in Italian medical, surgical and intensive care units were purposely recruited. Data were gathered in 2010 by semi‐structured interviews, collecting nurses' narratives, memorable cases and metaphors, aimed at summarising the essence of work as a nurse during the night. The experience of night nursing is based on four interconnected themes: (i) working in a state of alert, (...) (ii) growing by expanding autonomy and responsibility, (iii) assuring sensitive surveillance and (iv) experiencing deep intimacy. Memorable episodes were polarised along (i) expected/unexpected events; (ii) positive/negative epilogues; and (iii) life/death issues. Many of the emergent metaphors described working during the night as being in the middle of a space where an apparent calm scene takes place, but unpredictable factors may suddenly change the order of events and the outcomes, creating chaos. Working during the night alerts nurses, who increase autonomy, expanding their role and assuming more responsibility with respect to that assumed during daily shifts. The nurses' clinical reasoning is based on data they carefully listen to, and on the meaning that nurses give time by time to different noises and silence. While in the past a sense of companionships was reported, a loneliness or a ‘neutral’ experience concerning the relationships with colleagues seems to prevail during night nursing. Working night shifts is a complex task, and specific training must be assured to students/novices. (shrink)

Research on ‘moral learning’ examines the roles of domain-general processes, such as Bayesian inference and reinforcement learning, in the development of moral beliefs and values. Alert to the power of these processes, and equipped with both the analytic resources of philosophy and the empirical methods of psychology, ‘moral learners’ are ideally placed to discover the contributions of nature, nurture and culture to moral development. However, I argue that to achieve these objectives research on moral learning needs to overcome nativist (...) bias, and distinguish two kinds of social learning: learning from and learning about. An agent learns from others when there is transfer of competence—what the learner learns is similar to, and causally dependent on, what the model knows. When an agent learns about the social world there is no transfer of competence—observable features of other agents are just the content of what-is-learned. Even learning from does not require explicit instruction. A novice can learn from an expert who is ‘leaking’ her morality in the form of emotionally charged behaviour or involuntary use of vocabulary. To the extent that moral development depends on learning from other agents, there is the potential for cultural selection of moral beliefs and values. (shrink)

The research focus is set in the investigation of positive and negative aspects of use of social networks using a ‘bifocal approach’ to social networks analysis. Our bifocal approach uses qualitative approach reviewing published literature primarely blogs, forums, web sites, etc and interchangeably compares and conveys the results with focus groups. The objective of the research study is to show that social networks can runs both ways, it can be helpful while at the same time can be very dangerous and (...) impact in asocialization and other harmfull ways. Social networks have become an inseparable part of not only students but also the lives of people in general. Students spend a lot of time utilizing social networks and are considered to be the largest social network users. Students communicating with social networks, especially virtual communities, enabled real-time access, communication synchronization, posting and sharing photos, videos, original and creative work are the main activities and interests of students. As a result of the fast acquisition of social networks, people today live in the world of technology and can quickly gain competences in their daily lives, these changes in technology also affect the lives of students. The Internet has also changed day-to-day and student activities both in University life and in social life. The research study tries to investigate and present a realistic picture of the current situation on the impact of social networks on students. The research methodology is qualitative and reviewed is the published research in the field as well as blogs, forums and other web sites where real life experiences and opinions are expressed from real users. Also 2 student focus groups have been used, novice and expert group. The research study tries to contribute with the recommendations how students can use these networking technologies positively in their daily lives and where educational opportunities are still unknown, we can help schools to be more important, connected, and fully understandable to students, and at the same time to alert to the dangers of social networks. Therefore, the main purpose of this research study is to investigate the effects of using social networks and their social or antisocial impact to society. Based on the study, the conclusion is that in order to protect the student we should increase the awareness for the risk that are coming from inappropriate use of social networks. Insights and recommendations are provided. (shrink)

Novices face a problem when it comes to forming true beliefs about controversial issues that they cannot assess themselves: Who are the trustworthy experts? Elizabeth Anderson offers a set of criteria intended to allow novices to form reliable assessments of expert trustworthiness. All they need to assess experts is a high-school education and access to the internet. In this paper, I argue that novices face a much harder time using her criteria effectively than we would expect or (...) hope. This problem is amplified when novices hold the wrong opinions. Such novices need her criteria the most and are the least likely to use them correctly. Such novices lack knowledge necessary for using the criteria accurately, and are likely to resist correction of their wrong opinions due to cognitive biases. After providing reasons to be skeptical of the effectiveness of her criteria, I propose some supplemental criteria to increase their effectiveness: metacognitive reliability conditions aimed at getting novices to assess themselves in the way that they assess experts. Although these additional criteria show promise, we should be reserved in our optimism. (shrink)

According to a recent philosophical claim, “works of fiction are thought experiments” (Elgin 2007: 47), though there are relevant differences, as the role of spoilers shows—they can ruin a novel but improve the understanding we can gain through a thought experiment. In the present article I will analyze the role of spoilers and argue for a more differentiated perspective on the relation between literature and thought experiments. I will start with a short discussion of different perspectives on thought experiments and (...) argue that the mental-model view and the conception of games of make-believe are most promising for developing the present analogy. Then I will assess the similarities and differences between thought experiments and other works of fiction. I will focus on the role of spoilers and, more generally, on the foretaste context, of which they are part. This context guides readers of literary works of art to draw their attention to the literary and aesthetic quality of the text. In the case of thought experiments, on the other hand, it (i) prompts them to accept the presence of fictional elements in worldly-cognitive works and (ii) draws their attention towards cognitively relevant elements of the story. A discussion of Borges’ Pierre Menard in the last part will show that literary works of art become thought experiments if they are embedded in an appropriate foretaste context. Spoilers, thus, unveil that even works which—due to their length or plenty of detail—usually are not considered thought experiments, can perform similar cognitive functions. (shrink)

This article describes the covert seeding by political parties of forums and blogs hosted by one of the leading Slovak daily newspapers, and the techniques developed by journalists, administrators, bloggers and discussants to defend these ‘public spheres’ against perceived colonisation by professional political communicators acting under false identities. We follow a trajectory of accusatory forms and registers—a collective inquiry which gathered and evaluated evidence to support public accusations. The episode demonstrates the vulnerability of the sociotechnical systems used by the media (...) to host e-participation as well as their capacities for self-regulation. It shows how citizens, journalists and party political communicators are engaged in complex boundary struggles for the appropriation and regulation of these new spaces of sociability in order to qualify the forms of knowledge that emerge there, agree conventions for the expression of disquiet and negotiate practically enforcable definitions distinguishing political marketing from free public debate. (shrink)

The goal of the current study was to examine novice researchers’ views about online ethics education and to identify the instructional design components that may foster ethical practice. Applying the mixed methods approach, data were collected via a survey and semi-structured interviews among M.Sc. and Ph.D. students in science and engineering. The findings point to the need for rethinking the way conventional online ethics courses are developed and delivered; encouraging students to build confidence in learning from distance, engaging them in (...) online active and interactive experiences, and providing them with personalized support and adaptive guidance. The novice researchers identified the synergistic integration of collaborative, case-based, and contextual learning, as the instructional design components that may foster not only ethical knowledge but also ethical practice in a fully online course. (shrink)

Building upon Thornton's (1991) work on teachers as “curricular-instructional gatekeepers,” the author explores what guided the curricular decision-making for one novice teacher concerning controversial issues that center on race, social class, and lesbian, gay, bisexual, and transgender (LGBT) issues. Qualitative case study revealed context, student demographics, and teacher positionality as influencing this teacher's choices regarding these themes in her curriculum. Findings indicated that this teacher was willing and able to challenge racist views in her classroom when she was a student (...) teacher and her students more closely mirrored her own race and social class. When she was a full-time teacher of students who were of a different racial and class background, she was unable to similarly challenge their homophobic beliefs. Implications for teacher education are discussed. (shrink)

I criticise, from a critical rationalist perspective, Israel Kirzner's notion of entrepreneurial alertness and Matthew McCaffrey's endorsement of Joseph Salerno's rival account of entrepreneurial judgment.

Two types of the attentional network, alerting and orienting, help organisms respond to environmental events for survival in the temporal and spatial dimensions, respectively. Here, we applied chromatic flicker beyond the critical fusion frequency to address whether awareness was necessary for activation of the two attentional networks. We found that high-frequency chromatic flicker, despite its failure to reach awareness, produced the alerting and orienting effects, supporting the dissociation between attention and awareness. Furthermore, as the flicker frequency increased, the orienting effect (...) attenuated whereas the alerting effect remained unchanged. According to the systematic decline in temporal frequency sensitivity across the visual hierarchy, this finding suggests that unconscious alerting might be associated with activity in earlier visual areas than unconscious orienting. Since high-frequency flicker has been demonstrated to only activate early visual cortex, we suppose that neural activation in early visual areas might be sufficient to activate the two attentional networks. (shrink)

One of the major problems of intrusion detection concerns the large amount of alerts that intrusion detection systems (IDS) produce. Security operator who analyzes alerts and takes decisions, is often submerged by the high number of alerts to analyze. In this paper, we present a new alert correlation approach based on knowledge and preferences of security operators. This approach, which is complementary to existing ones, allows to rank-order produced alerts on the basis of a security operator knowledge about the (...) system, used IDS and his preferences about alerts that he wants to analyze or to ignore. Our approach is based on the development of a new non-classical logic for representing preferences, called FO-MQCL (First Order - Minimal Qualitative Choice Logic). Our logic extends a fragment of the first order logic by adding a new logical connective. The general idea is to present only alerts that fully fit security operator's preferences and knowledge. And if needed, less preferred alerts can also be presented. (shrink)

One of the major problems of intrusion detection concerns the large amount of alerts that intrusion detection systems (IDS) produce. Security operator who analyzes alerts and takes decisions, is often submerged by the high number of alerts to analyze. In this paper, we present a new alert correlation approach based on knowledge and preferences of security operators. This approach, which is complementary to existing ones, allows to rank-order produced alerts on the basis of a security operator knowledge about the (...) system, used IDS and his preferences about alerts that he wants to analyze or to ignore. Our approach is based on the development of a new non-classical logic for representing preferences, called FO-MQCL (First Order - Minimal Qualitative Choice Logic). Our logic extends a fragment of the first order logic by adding a new logical connective. The general idea is to present only alerts that fully fit security operator's preferences and knowledge. And if needed, less preferred alerts can also be presented. (shrink)

Philosophers have proposed many accounts of biological function. A coarse-grained distinction can be made between backward-looking views, which emphasise historical contributions to fitness, and forward-looking views, which emphasise the current contribution to fitness or role of a biological component within some larger system. These two views are often framed as being incompatible and conflicting with one another. The emerging field of synthetic biology, which involves applying engineering principles to the design and construction of biological systems, complicates things further by adding (...) intentional design as a source of function. In the current study we explored how biology experts and novices think about function in the context of single-celled, multi-celled, and synthetic organisms. We also explored the extent to which each group were function pluralists, and if they were function pluralists, which accounts of function tended to be endorsed together. The results showed a surprising degree of similarity between experts and novices in most contexts, although certain differences were apparent. Most surprisingly, we found evidence not only of function pluralism in both groups, but pluralism between backward-looking and forward-looking accounts. We discuss these findings in the context of the philosophical debate on function and consider the practical implications for public acceptance of synthetic biology. First, we argue that philosophers of biology should re-examine the purported incompatibility between accounts of function. Second, we argue that due to the introduction of an intentional aetiology in synthetic biology, there may be an inherent conflict between the views of experts and novices when thinking about synthetic biology. (shrink)

This book adopted a qualitative research methodology to explore novice teachers' professional development (TPD) under the background of the New Curriculum Reform in mainland China. With a purposeful sampling strategy, in-depth semi-structured interviews were employed to collect data from twelve novice primary school teachers. As the specific design of the qualitative method and research procedures have been demonstrated, this book could be the reading material for the courses such as Qualitative Research Methodology. Undergraduate and postgraduate students who would learn qualitative (...) research could be targeted as the audiences. Additionally, this book provides suggestions for pre-service and novice teachers. The study found that although TPD programs and better welfare are desirable, collegial support from seniors, internet resources and online courses, and self-reflection were more direct and effective in enhancing professional growth and reducing negative emotions developed from challenges in classroom management, workload, and accountability. This book also suggests three directions for the future development of TPD to school leaders and policymakers. First, more training on classroom management and time management is helpful as poor classroom management and excessive workload were the causes of teacher burnout. Second, more school-level mentoring is wanted because it is considered more effective than the state and individual-level opportunities of TPD. More development opportunities for teachers in rural areas are required to improve their professional competence and narrow their gap with their urban counterparts. (shrink)

This research presents a computer model called EUREKA that begins with novice‐like strategies and knowledge organizations for solving physics word problems and acquires features of knowledge organizations and basic approaches that characterize experts in this domain. EUREKA learns a highly interrelated network of problem‐type schemas with associated solution methodologies. Initially, superficial features of the problem statement form the basis for both the problem‐type schemas and the discriminating features that organize them in the P‐MOP (Problem Memory Organization Packet) network. As EUREKA (...) solves more problems, the content of the schemas and the discriminating features change to reflect more fundamental physics principles. This changing network allows EUREKA to shift from a novicelike means‐ends strategy to a more expertlike “knowledge development” strategy in which the presence of abstract concepts are triggered by problem features. In this model, the strategy shift emerges as a natural consequence of the evolving expertlike organization of problem‐type schemos. EUREKA captures many of the descriptive models of novice expert differences, and also suggests a number of empirically testable assumptions regarding problem‐solving strategies and the representation of problem‐solving knowledge. (shrink)

High levels of threat and uncertainty characterize the onset of societal crises. Here, people are exposed to conflicting information in the media, including disinformation. Because individuals often base their news selection on pre-existing attitudes, the present study aims to examine selective exposure effects in the face of a crisis, and identify right-wing ideological, trust-, and science-related beliefs that might influence the selection and sharing of disinformation. A representative survey of German internet users (N = 1101) at the time of the (...) COVID-19 pandemic outbreak showed a confirmation bias in crisis-related news selection and sharing. It revealed right-wing authoritarianism and political mistrust as significant predictors of disinformation selection. The influence of social dominance orientation, mistrust in politics, and perceived certainty of knowledge were significant for sharing disinformation. The present results extend previous knowledge about people’s (dis)information behavior in times of crisis, and shed light on groups particularly vulnerable to disinformation. (shrink)

The novice/expert problem is the problem of knowing which apparent expert to trust. Following Alvin Goldman’s lead, a number of philosophers have developed criteria that novices can use to distinguish more from less trustworthy experts. While the criteria the philosophers have identified are indeed useful in guiding expert choice, I argue, they can’t do the work that Goldman and his successors want from them: avoid a kind of testimonial scepticism. We can’t deploy them in the way needed to avoid (...) such scepticism, because it would take genuine expertise to do so. I argue that attempts to deploy them in this sort of deep way involve a kind of transgression akin to, and at least as unreliable as, epistemic trespassing. We should give up trying to solve the novice/expert problem and instead promote better epistemic trust. (shrink)

Part I : The metaphysics of spoilers. A brief history of spoilers -- What are spoilers? -- Things that can never be spoiled -- What else can be spoiled? -- Vagueness and spoilers -- Part II : The ethics of spoilers. Is it bad to spoil? -- The badness of spoiling -- When is it wrong to spoil? -- When you should spoil -- The timing of spoilers -- The ethics of spoiler alerts -- Part III: The pragmatics of spoilers. (...) Paradoxes of spoiling -- Spoiling remakes and some other tricky cases -- Are our reactions to spoilers justified? -- Culture, relativism, and spoilers -- What to do when you encounter someone who spoils. (shrink)

Attention is often conceived as a gateway to consciousness . Although endogenous spatial attention may be independent of conscious perception , exogenous spatial orienting seems instead to be an important modulator of CP . Here, we investigate the role of auditory alerting in CP in normal observers. We used a behavioral task in which phasic alerting tones were presented either at unpredictable or at predictable time intervals prior to the occurrence of a near-threshold visual target. We find, for the first (...) time in neurologically intact observers, that phasic alertness increases CP, both objectively and subjectively. This result is consistent with evidence showing that phasic alerting can ameliorate the spatial bias exhibited by visual neglect patients . The alerting network may increase the activity of fronto-parietal networks involved in top-down amplification required to bring a stimulus into consciousness. (shrink)

The way we human beings approach the world has always been mediated. To be precise, it is mediated by interfaces. The starting point of this paper, therefore, will be to define, in the most general way possible, the interface. I will then focus mostly on the analysis of contemporary digital visual interfaces, and on how they changed the human way of perceiving. In the light of this analysis, I will highlight the “ideology” that spoils current interface design and allows contemporary (...) interfaces to “deceive” us much more than previous technologies did. The central part of the paper will be devoted to illustrating the peculiar way in which digital visual interfaces capture attention and predispose to courses of action. The case study provided by TikTok will help to explain this mechanism. Finally, I will point out the possible negative effects of ideological interfaces and I will review some possible solutions. (shrink)

Résumé L’ouverture des archives du Saint-Office pour le pontificat de Pie XI montre qu’une première alerte a touché le couvent d’études du Saulchoir en 1932. Dénoncé par deux frères étudiants, il a été l’objet d’une enquête dont les réponses apportent une vive lumière sur les divergences au sein de la « grande famille des thomistes ». Cette enquête aboutit à un non-lieu au moment précis où le Saulchoir reçoit le chapitre général de l’Ordre qui confère la maîtrise en théologie à (...) l’un des professeurs suspectés, le père Marie-Dominique Chenu, qui en devient aussitôt régent. (shrink)

Le Japon est le premier producteur de jeux vidéo à l’eau de rose. Appelés « jeux pour jeunes filles » ( otome gēmu ), ils proposent des gammes de « beaux gosses » formatés sur le modèle du prédateur, entraînant l’héroïne dans une histoire d’amour proche du rapt. Les scénarios reposent sur la mise en scène d’une perte de pouvoir, où la joueuse renonce à son libre arbitre. Les personnages les plus agressifs sont « irrésistibles », expliquent les fans qui (...) désirent être « prises au piège ». En étudiant ces jeux et les tensions qu’ils révèlent, j’espère éclairer les dynamiques sociales dont ils reproduisent, et déconstruisent, les logiques. Ils sont indissociables du contexte qui les a vu naître : celui d’une baisse record du nombre de mariages et de naissances, pour lesquelles les autorités désignent comme coupables les « personnes qui vivent seules » ( o-hitori-sama ). Pourquoi préfèrent-elles des partenaires fictifs aux hommes de chair et d’os? J’y vois l’expression d’une ambivalence à l’égard du mariage, désiré mais redouté. (shrink)

This article is about alertness and depressive enactments in Seattle, Washington. It tracks depression and depressive disorder as something beyond a psychiatric diagnosis—more as a generative cultural analytic and mode of alertness that people use to track affect and a sense of ordinariness-gone-tilt. I argue that depressive enactments constitute a mode of alertness used to track something emergent, unknown, unpredictable, and often disruptive—affective currents that are sensed but not clearly understood. Based on 18 months of ethnographic fieldwork that I conducted (...) in Seattle in 2003–2004, I draw on examples of the cultural performance and training of alertness across a range of registers and spaces—individual sufferers, community mental health clinic routines, and popular culture figures such as Kurt Cobain and the “slacker”— in order to demonstrate how disturbances in normative modes of alertness are contested and worked through. Alertness in Seattle operates as a window onto cultural impasses at work in ordinary habits and dispositions. Thus, I suggest that figures of mental illness, as well as the slacker, are enactments through which individuals disengage from the reiteration of those impasses and attempt to reshape and relearn habits. (shrink)

According to a recent account of epistemic authority proposed by Linda Zagzebski (2012), it is rational for laypersons to believe on authority when they conscientiously judge that the authority is more likely to form true beliefs and avoid false ones than they are in some domain. Christoph Jäger (2016) has recently raised several objections to her view. By contrast, I argue that both theories fail to adequately capture what epistemic authority is, and I offer an alternative account grounded in the (...) abilities that different kinds of authorities are required to possess. (shrink)

The book introduces young researchers to phenomenology and the two primary philosophical approaches along with the vocabulary of phenomenology including how to set up the research design and execute the study to include data collection, data analysis, and presentation of findings.

Complex systems are pervasive in the world around us. Making sense of a complex system should require that a person construct a network of concepts and principles about some domain that represents key (often dynamic) phenomena and their interrelationships. This raises the question of how expert understanding of complex systems differs from novice understanding. In this study we examined individuals' representations of an aquatic system from the perspective of structural (elements of a system), behavioral (mechanisms), and functional aspects of a (...) system. Structure–Behavior–Function (SBF) theory was used as a framework for analysis. The study included participants from middle school children to preservice teachers to aquarium experts. Individual interviews were conducted to elicit participants' mental models of aquaria. Their verbal responses and pictorial representations were analyzed using an SBF‐based coding scheme. The results indicated that representations ranged from focusing on structures with minimal understanding of behaviors and functions to representations that included behaviors and functions. Novices' representations focused on perceptually available, static components of the system, whereas experts integrated structural, functional, and behavioral elements. This study suggests that the SBF framework can be one useful formalism for understanding complex systems. (shrink)

A collection of essays by Timothy W. Luke discussing social and political issues related to ecology, environmentalism, ecocriticism, global climate change, and the Anthropocene.

Stichter’s The Skillfulness of Virtue provides an original and contemporary discussion of virtue-acquisition from an interdisciplinary standpoint. By equating virtues to skills, he offers an empirically informed progression towards virtue expertise. With the focus on gaining proficiency, there is little room to analyse the status of the virtue-novice, who is equated to a novice in any other skill: an agent consciously following simple rules, gaining experience in order to respond to normatively-laden situations with more automaticity in the following stages of (...) skill-acquisition. This paper argues for a disanalogy between the virtue novice and novices in other skills, resulting from the understanding that follows from learning virtue words such as ‘kindness’ and ‘honesty’. Our brains are structured to find and subsequently use patterns to skilfully move around in our environment. These patterns can be represented in what Stichter calls ‘schemas’ or mental models of categorisations. Virtue words refer to patterns that would be difficult to categorise without linguistic labels, as instances of these categories are highly divergent. Virtue words are thus learned through examples of virtuous behaviour. Moreover, as virtue words are thick ethical concepts, they contain a normative load. I argue that due to these characteristics, novices who use virtue vocabulary are in a more advanced position than novices in other skills. So, a kindness novice who understands the word ‘kind’ has a better idea of how to act kindly than the chess novice has an idea of how to play chess by understanding the word ‘chess’. (shrink)