In this essay, David Waddington and Noah Weeth Feinstein explore how Dewey's conception of science can help us rethink the way science is done in schools. The authors begin by contrasting a view of science that is implicitly accepted by many scientists and science educators — science as a search for truth — with Dewey's instrumentalist, technological, and nonrealist conception of science. After demonstrating that the search-for-truth conception is closely linked to some ongoing difficulties with science curricula that students (...) find particularly alienating, they then analyze some of the educational opportunities that Dewey's vision opens up. Ultimately, Waddington and Weeth Feinstein argue that Dewey offers a humble and humanistic vision of science and science education practice that captures the power of science by connecting it clearly to everyday human activities and challenges. (shrink)

For William James, work was the problem. Ultimately, going to work was the resolution, and James's quest for meaningful work remains as relevant at the end of the twentieth century as it was in the nineteenth. Weaving letters, diaries, drawings, and published texts, Becoming William James provides a convincing biographical analysis rich in detail and tone. In his new introduction, Howard M. Feinstein adds biological psychiatry to psychoanalytic and family systems theories to inform our understanding of a complex man. (...) In addition, he discusses whether James's mental illness might have been treated with drugs. (shrink)

In a large Colombian teaching hospital, a fifty-five-year-old woman complaining of stomach pain is examined by a foreign-exchange medical student from the United States. Speaking in Spanish, the student elicits a medical history that suggests a possible recurrence of gallstones, but nothing further. Upon discussing the patient's case in private with the attending physician, the student is shocked to learn that the patient is suffering from terminal, metastatic gastric cancer but is unaware of her diagnosis. The attending physician explains that (...) the patient's husband instructed the health care providers not to tell the patient what her diagnosis is. The medical student feels uncomfortable withholding the diagnosis from the patient. The thought of disclosure feels equally uncomfortable, however, as it would mean contradicting the instructions of the attending physician at the host hospital as well as violating what the student suspects, but is not sure, may be acceptable medical practice in Colombia. How should the medical student proceed? (shrink)

This article describes research to build an embodied conversational agent as an interface to a question-and-answer system about a National Science Foundation program. We call this ECA the LifeLike Avatar, and it can interact with its users in spoken natural language to answer general as well as specific questions about specific topics. In an idealized case, the LifeLike Avatar could conceivably provide a user with a level of interaction such that he or she would not be certain as to whether (...) he or she is talking to the actual person via video teleconference. This could be considered a extended version of the seminal Turing test. Although passing such a test is still far off, our work moves the science in that direction. The Uncanny Valley notwithstanding, applications of such lifelike interfaces could include those where specific instructors/caregivers could be represented as stand-ins for the actual person in situations where personal representation is important. Possible areas that come to mind that might benefit from these lifelike ECAs include health-care support for elderly/disabled patients in extended home care, education/training, and knowledge preservation. Another more personal application would be to posthumously preserve elements of the persona of a loved one by family members. We apply this approach to a Q/a system for knowledge preservation and dissemination, where the specific individual who had this knowledge was to retire from the US National Science Foundation. The system is described in detail, and evaluations were performed to determine how well the system was perceived by users. (shrink)

In recent years, cognitive neuroscientists have began to explore the process of how sensory information gains access to awareness. To further probe this process, event-related functional magnetic resonance imaging was used while testing subjects with a paradigm known as the “attentional blink.” In this paradigm, visually presented information sporadically fails to reach awareness. It was found that the magnitude and time course of activation within the anterior cingulate , medial prefrontal cortex , and frontopolar cortex predicted whether or not information (...) was consciously perceived during the critical period for the attentional blink. These results are discussed in light of a neural framework for conscious processing. (shrink)

Multiple Originals: New Approaches to Hebrew Bible Textual Criticism. By Gary D. Martin. SBL Text-Critical Studies, vol. 7. Atlanta: Society of Biblical Literature, 2010. Pp. xiv + 341. $42.95.

Theories of intense national emotions have focused on affection for the home nation and antagonism for national others but overlooked antagonism for fellow nationals. The article introduces a comprehensive theory of intense national emotions. It first discusses the sources of the potential energy stored in national identities, pointing to a combination of two factors: the nation is at once potent due to its capacity to shield against existential threats and precarious due to its dependence on the reproduction of contested narratives. (...) The article then explains that events that—through a construction process elaborated in the text—seem to threaten or promise to alter perceived core elements of the nation (i.e., “nation-disrupting events”) evoke intense emotions. Next, the article explains why some periods of "hot" nationalism increase national division rather than unity. The conclusion proposes a promising direction for future research on intense national emotions as a mechanism of eventfulness. (shrink)

Unification grammars are widely accepted as an expressive means for describing the structure of natural languages. In general, the recognition problem is undecidable for unification grammars. Even with restricted variants of the formalism, off-line parsable grammars, the problem is computationally hard. We present two natural constraints on unification grammars which limit their expressivity and allow for efficient processing. We first show that non-reentrant unification grammars generate exactly the class of context-free languages. We then relax the constraint and show that one-reentrant (...) unification grammars generate exactly the class of mildly context-sensitive languages. We thus relate the commonly used and linguistically motivated formalism of unification grammars to more restricted, computationally tractable classes of languages. (shrink)

In a series of books and articles published over the past two decades, the authors have developed a five?stage system for identifying and modifying the mythic structures that guide individual development. In this essay, they draw upon the integral relationship between personal and collective myths in applying this five?stage model to contemporary social issues. They focus, in particular, on the mythic conflicts that underlie the tensions between progress and sustainability and between individualism and community. Based on the contradictory designs inherent (...) in a prevailing myth and in an emerging myth, the authors present a dialectical model that is formulated to lead to a new myth that incorporates the most functional elements of old and emergent forces, while transcending their limitations. The essay closes with a discussion of social actions that may embed a new myth within a culture, along with the conditions that are required to effectively reinforce and maintain it. (shrink)

Energy psychology, as most widely practiced, integrates the manual stimulation of acupuncture points with imaginal exposure, cognitive restructuring, and other evidence-based psychotherapeutic procedures. Efficacy for energy psychology protocols has been established in more than 120 clinical trials, with meta-analyses showing strong effect sizes for PTSD, anxiety, and depression. The approach has been applied in the wake of natural and human-made disasters in more than 30 countries. Four tiers of energy psychology interventions following the establishment of safety, trust, and rapport are (...) described, including immediate relief/stabilization, reducing limbic arousal to trauma-based triggers, overcoming complex psychological difficulties, and promoting optimal functioning. The first tier is most pertinent in psychological first aid immediately following a disaster, with the subsequent tiers progressively being introduced over time with complex stress reactions and chronic disorders. Advantages of adding the stimulation of acupuncture points to a conventional exposure approach are identified, and challenges around cultural sensitivities and unintended effects are discussed. After establishing a framework for introducing energy psychology in disaster relief efforts, reports from a sampling of settings are presented, based on interviews with this paper’s author. These include accounts of relief work with survivors of mass shootings, genocide, ethnic warfare, earthquakes, hurricanes, tornadoes, floods, wildfires, and the COVID-19 pandemic. Hundreds of other reports from the field show a pattern of strong outcomes following the use of energy psychology in the days or weeks after a disaster and in the subsequent treatment of trauma-based psychological problems. Many of these accounts corroborate one another in terms of rapid relief and long-term benefits. Finally, examples of more efficient delivery methods utilizing large groups, lay counselors, digital technology, and cultivating community resilience are presented. (shrink)

This paper focuses on the links between inequality in academic performance and juvenile conviction rates for violent crime, stealing from another person, burglary in a dwelling and racially motivated offences. We use area-based aggregate data to model this relationship. Our results show that, above and beyond impacts of absolute access to resources, young people who grow up in school cohorts marked by higher levels of disparity in educational achievement may be more prone to commit violent crime and racially motivated offences (...) than those with less disparity. This association is however not found for property-related offences. Our results further show that higher between-schools inequality and higher within-school inequality are both associated with higher conviction rates for violent crime and racially motivated offences. (shrink)

This paper describes the characteristics of people who return to learning to achieve at least a level 2 qualification, drawing on the 1958 National Child Development Cohort Study. Results show that adults who gained level 2 were more likely than those who did not to have been engaged in a range of learning activities at earlier ages, including learning during childhood, staying in education during adolescence and undertaking courses leading and not leading to qualifications during adulthood. The factor that has (...) the highest impact on progression by age 33 and by age 42 is early school attainment. This means that for individuals who do well at school there is a greater chance of achievement of qualifications during adulthood, even when this qualification is not achieved by age 23. We further find that socioeconomic constraints in adulthood may be less of a barrier to progression than is often believed. Taking together, these findings suggest that the main focus should be on paying particular attention to attitudinal barriers to learning, rather than just being concerned with removing economic and social constraints. (shrink)

This paper describes the characteristics of people who return to learning to achieve at least a level 2 qualification, drawing on the 1958 National Child Development Cohort Study. Results show that adults who gained level 2 were more likely than those who did not to have been engaged in a range of learning activities at earlier ages, including learning during childhood, staying in education during adolescence and undertaking courses leading and not leading to qualifications during adulthood. The factor that has (...) the highest impact on progression by age 33 and by age 42 is early school attainment. This means that for individuals who do well at school there is a greater chance of achievement of qualifications during adulthood, even when this qualification is not achieved by age 23. We further find that socioeconomic constraints in adulthood may be less of a barrier to progression than is often believed. Taking together, these findings suggest that the main focus should be on paying particular attention to attitudinal barriers to learning, rather than just being concerned with removing economic and social constraints. (shrink)

Sensation elicited by a skin stimulus was subjectively reported to feel stronger when followed by a stimulus to somatosensory cerebral cortex , even when C was delayed by up to 400 ms or more. This expands the potentiality for retroactive effects beyond that previously known as backward masking. It also demonstrates that the content of a sensory experience can be altered by another cerebral input introduced after the sensory signal arrives at the cortex. The long effective S-C intervals support the (...) thesis that a duration of cortical activity of up to 0.5 s is required before awareness of a sensory stimulus is developed. (shrink)

In response to the many pressures facing public higher education, public universities are experimenting with business-oriented practices that seem likely to alter their nature and purposes. In this paper, we examine several hybrid experiments—new organizational strategies intended deliberately, sometimes explicitly, to hybridize the traditional norms and practices associated with academia and business at one emblematic public university. These cases illustrate how each hybrid experiment is a tacit response to existing norms and strategies that govern the university–business boundary, initiated as a (...) hedge against the challenging fiscal and political climate. Taken together, they do not lead to a unitary and/or linear spread of business codes and practices. Instead, what some have referred to as “business logic” appears multifaceted, having many elements that are deployed, institutionalized, and perceived differently in different contexts, even within a single university. (shrink)

ObjectiveThe objective of this study was to validate the computerized Symbol Digit Modalities Test in a Swiss pediatric cohort, in comparing the Swiss sample to the Canadian norms. Secondly, we evaluated sex effects, age-effects, and test–retest reliability of the c-SDMT in comparison to values obtained for the paper and pencil version of the Symbol Digit Modalities Test.MethodsThis longitudinal observational study was conducted in a single-center setting at the University Children’s Hospital of Bern. Our cohort consisted of 86 children aged from (...) 8 to 16 years. The cohort included both healthy participants and patients hospitalized for a non-neurological disease. Forty eight participants were assessed during two testing sessions with the SDMT and the c-SDMT.ResultsTest–retest reliability was high in both tests. A reliable change index was calculated for the SDMT and the c-SDMT corrected for practice effects. While a significant age effect on information processing speed was observed, no such effect was found for sex. When data on the c-SDMT performance of the Swiss cohort was compared with that from a Canadian cohort, no significant difference was found for the mean time per trial in any age group. Norm values for age groups between 8 and 16 years in the Swiss cohort were established.ConclusionNorms for the c-SDMT between the Swiss and the Canadian cohort were comparable. The c-SDMT is a valid alternative to the SDMT. It is a feasible and easy to administer bedside tool due to high reliability and the lack of motor demands. (shrink)

Traditional engineering courses typically approach teaching and problem solving by focusing on the physical dimensions of those problems without consideration of dynamic social and ethical dimensions. As such, projects can fail to consider human rights, community questions and concerns, broader impacts upon society, or otherwise result in inequitable outcomes. And, despite the fact that students in engineering receive training on the Professional Code of Ethics for Engineers, to which they are expected to adhere in practice, many students are unable to (...) recognize and analyze real-life ethical challenges as they arise. Indeed, research has found that students are typically less engaged with ethics—defined as the sensitivity and judgment of microethics and macroethics, sensitivity to diversity, and interest in promoting organizational ethical culture—at the end of their engineering studies than they were at the beginning. As such, many studies have focused on developing and improving the curriculum surrounding ethics through, for instance, exposing students to ethics case studies. However, such ethics courses often present a narrow and simplified view of ethics that students may struggle to integrate with their broader experience as engineers. Thus, there is a critical need to unpack the complexity of ethical behavior amongst engineering students in order to determine how to better foster ethical judgment and behavior. Promoting ethical behavior among engineering students and developing a culture of ethical behavior within institutions have become goals of many engineering programs. Towards this goal, we would like to present an overview of the current scholarship of engineering ethics and propose a theoretical framework of ethical behavior using a review of articles related to engineering ethics from 1997-2020. The review engages in theories across disciplines including philosophy, education, and psychology. In this work-in-progress paper, we present a subset of initial results based on a review of the first 50 articles out of the systematically selected 409 articles from Springer, Engineering Village, and EBSCO-Education Full Text. Preliminary results identify two major kinds of drivers of ethical behavior, namely individual level ethical behavior drivers and institutional drivers. Our preliminary results indicate that a sensitivity to both microethics and macroethics as well as the implicit and explicit understanding of ethics are essential in promoting ethical behavior amongst students. Furthermore, while drivers of ethical behavior at the individual level is important, one should not ignore the roles of the drivers of ethical behavior at the institutional level in promoting a collective ethical culture within organizations. The review also points to a need to focus on increasing students’ macroethical sensitivity to topics such as sustainability and protection of human rights. This research thus addresses the need, driven by existing scholarship, 2 to identify a conceptual framework for explaining how ethical judgment and behavior in engineering can be further promoted. (shrink)

While the technical aspects of engineering are emphasized in education and industry, the ethical aspects are, in some ways, just as vital. Engineering instructors should teach undergraduates about their ethical responsibilities in the realm of engineering. Students would then be more likely to grasp their responsibilities as professionals. For many students, undergraduate study is a time of growth and change, with their ethical development just beginning to take shape. In this study, we aim to understand the progression of ethical development (...) for engineering undergraduate students and identify key factors that may contribute to their development. To help us assess ethical development, we deployed in Fall 2020 a survey to undergraduate engineering students at two universities; the survey entailed the Defining Issues Test-2 (DIT-2). The DIT-2 evaluates ethical development based on Kohlberg’s theory of moral development; the test recognizes three levels of morality—preconventional, conventional, and postconventional. This study evaluates the associations between students’ university and class year and their Personal Interest, Maintaining Norms, and N2 scores. We utilized the results of a multivariate analysis of variance (MANOVA) to address the following research question: _Is a student’s ethical development associated with their university and class year?_ The results of the analysis reveal that students’ ethical development appear to differ between universities and to lie along a continuum, changing from first-year students to seniors of engineering undergraduate study. (shrink)

Engineering ethics can be divided into three spheres, namely the technical, the professional, and the social. Ideally, engineering students should engage with all three spheres of ethics, but the literature suggests that this might not be the case. How do engineering students engage with the three spheres of engineering ethics during a global pandemic? The COVID-19 pandemic represents a dramatic and ongoing real-world challenge affecting many students personally. This research explores the extent to which engineering students engage with each sphere (...) of engineering ethics by examining how engineering students understand their roles in addressing the pandemic and its implications. We conducted a survey with undergraduate engineering students (n = 410) at a university in the Midwest. Qualitative analysis suggests that there was low engagement with both social ethics and professional ethics among respondents, while there was higher engagement with technical ethics. Quantitative analysis suggests that non-conservative engineering students from less wealthy families in our study show higher engagement with technical ethics as compared to conservative engineering students from less wealthy families. Non-conservative engineering students from wealthy families, however, show similar engagement with technical ethics as compared to conservative engineering students from wealthy families. In addition, engineering students from both wealthy and less wealthy families show higher engagement with technical ethics if they reside in urban areas as compared to engineering students from both wealthy and less wealthy families in non-urban areas. In addition, the difference in terms of engagement with technical ethics between non-urban engineering students from less wealthy families and urban engineering students from less wealthy families is larger than the difference in terms of engagement with technical ethics between non-urban engineering students from wealthy families and urban engineering students from wealthy families. Further investigation will be needed to explain these findings. However, qualitative results confirm that, despite the potential for the pandemic to encourage engagement with all three spheres of ethics, there continues to be low engagement with ethics beyond the technical level. (shrink)

Reduced Environmental Stimulation Therapy (REST) alters the balance of sensory input to the nervous system by systematically attenuating sensory signals from visual, auditory, thermal, tactile, vestibular, and proprioceptive channels. Previous research from our group has shown that REST via floatation acutely reduces anxiety and blood pressure while simultaneously heightening interoceptive awareness in clinically anxious populations. Anorexia nervosa (AN) is an eating disorder characterized by elevated anxiety, distorted body representation, and abnormal interoception, raising the question of whether REST might positively impact (...) these symptoms. However, this approach has never been studied in eating disorders and it is unknown whether exposure to REST might worsen AN symptoms. To examine these possibilities we conducted an open-label study to investigate the safety and tolerability of REST in AN. We also explored the impact of REST on affective symptoms, body image disturbance, and interoception. Twenty-one partially weight-restored AN outpatients completed a protocol involving four sequential sessions of REST: reclining in a zero-gravity chair, floating in an open pool, and two sessions of floating in an enclosed pool. All sessions were 90 minutes, approximately one week apart. We measured orthostatic blood pressure before and immediately after each session (primary outcome), in addition to collecting blood pressure readings every 10 minutes during the session using a wireless waterproof system as a secondary outcome measure. Each participant's affective state, awareness of interoceptive sensations, and body image was assessed before and after every session (exploratory outcomes). There was no evidence of orthostatic hypotension following floating, and no adverse events (primary outcome). Secondary analyses revealed that REST induced statistically significant reductions in blood pressure, anxiety and negative affect, heightened awareness of cardiorespiratory but not gastrointestinal sensations, and reduced body image dissatisfaction. The findings from this initial trial suggest that individuals with AN can safely tolerate the physical effects of REST via floatation. Future randomized controlled trials will need to investigate whether these initial observations of improved anxiety, interoception, and body image disturbance can be effectively extended to acutely ill AN populations. (shrink)