Awareness of the risks posed by excess nitrogen is low beyond the scientific community. As public understanding of scientific issues is partly influenced by news reporting, this article is the first to study how the British press has discussed nitrogen pollution. A corpus-assisted frame analysis of newspaper articles highlighted five frames: Activism, where environmental charities and organizations are portrayed as having an active role in fighting pollution; Government Responsibility, where privatization is presented as central and positioned as one of the (...) main causes of pollution; Industry Responsibility, in which industries’ actions are depicted as causing pollution to increase; Pollutions as Politics, in which pollution is not discussed as a problem to be solved but rather as a means to increase votes; and Risk, where readers are warned about the possible effects of pollution on human health, flora and fauna. The analysis also points to the absence of named scientists and sources with the coverage being dominated by politicians. (shrink)

This report describes research focusing on virtues and character in teaching, by which we mean the kind of personal qualities professional teachers need to facilitate learning and overall flourishing in young people that goes beyond preparing them for a life of tests. The ‘good’ teacher is someone who, alongside excellent subject knowledge and technical expertise, cares about students, upholds principles of honesty and integrity both towards knowledge and student–teacher relationships, and who does good work . In the Framework for Character (...) Education , we considered the character of teachers to be a crucial ingredient in the development of flourishing children. This new report describes research that examined how teachers thought about, and drew upon, character strengths and virtues in their daily professional lives. (shrink)

This historical study aims to explain how the transition from student nurse service to fully qualified “graduate nurse” service in the United States in the 20th century affected assumptions about fundamental patient care in hospital wards and provide historical context for current apprenticeship programs. Through analysis of documents from 1920 when student nurse service, a nurse apprentice model, was the norm to 1960 when the nurse apprentice model was waning in favor of registered nurse service, this study found that the (...) replacement of student nurses with registered nurses led to weakened standardization of fundamental bedside care and the introduction of large numbers of unlicensed nursing assistants. While student nurses could perform all the functions of fully qualified graduate nurses, nursing assistants could not, resulting in a separation of fundamental nursing care from the professional nurse role and changes in assumptions and attitudes toward fundamental care. These changes had a negative effect on fundamental nursing care. New apprenticeship programs provide opportunities for improvement. (shrink)

Procrastination is a chronic and widespread problem; however, emerging work raises questions regarding the strength of the relationship between self-reported procrastination and behavioral measures of task engagement. This study assessed the internal reliability, concurrent validity, predictive validity, and psychometric properties of 10 self-report procrastination assessments using responses collected from 242 students. Participants’ scores on each self-report instrument were compared to each other using correlations and cluster analysis. Lasso estimation was used to test the self-report scores’ ability to predict two behavioral (...) measures of delay. The self-report instruments exhibited strong internal reliability and moderate levels of concurrent validity. Some self-report measures were predictive of days to study completion. No self-report measures were predictive of deadline action pacing, the pacing style most commonly associated with procrastination. Many of the self-report measures of procrastination exhibited poor fit. These results suggest that researchers should exercise caution in selecting self-report measures and that further study is necessary to determine the factors that drive misalignment between self-reports and behavioral measures of delay. (shrink)

Apoptotic pathways have always been regarded as a key‐player in preserving tissue and organ homeostasis. Excessive activation or resistance to activation of cell death signaling may indeed be responsible for several mechanisms of disease, including malignancy and chronic degenerative diseases. Therefore, targeting apoptotic factors gained more and more attention in the scientific community and novel strategies emerged aimed at selectively blocking or stimulating cell death signaling. This is also the case for the TMEM219 death receptor, which is activated by a (...) circulating ligand, the Insulin‐like growth factor binding protein 3 (IGFBP3) and induces a caspase‐8‐dependent apoptosis of the target cells. Interestingly, stimulation of the IGFBP3/TMEM219 axis exerts an anti‐proliferative effect, while blockade of the TMEM219 deleterious signal protects TMEM219‐expressing cells of the endocrine pancreas, lung, and intestine from damage and death. Here, we summarize the most updated reports on the role of the IGFBP3/TMEM219 apoptotic axis in disease conditions, including intestinal disorders and diabetes, and we describe the advancements in designing and testing novel TMEM219‐based targeting approaches in emerging potential clinical applications. (shrink)

This book explores the different ways in which psychoanalysis has been connected to various fields of Italian culture, such as literary criticism, philosophy ...

Background Informed consent prior to nursing care procedures is an established principle which acknowledges the right of the patient to authorise what is done to him or her; consent prior to nursing care should not be assumed. Nursing care procedures have the potential to be unwanted by the patient and hence require an appropriate form of authorisation that takes into consideration the relationship between the nurse and patient and the ongoing nature of care delivery. Research question How do nurses obtain (...) consent from patients prior to nursing care?. Design Critical incident technique and the collection of critical happenings. Participants 17 participants who were all qualified nurses took part in in-depth interviews Ethical considerations Ethical approval was obtained from the university ethics committee. Findings Information giving is a key component prior to nursing care procedures. Nurses provide information to patients as a routine aspect of care delivery, and do so even when the patient is unable to communicate themselves. Whilst some participants described how information giving might be rushed or overlooked at times, it is clearly an established part of nursing care and is provided to ensure the patient knows what to expect when care is delivered. What is less clear is the extent to which information is given in order to seek the consent – rather than merely inform the patient – about nursing care. Conclusion Implied consent is often an appropriate way in which consent is obtained prior to nursing care procedures. It takes into account the ongoing care provision and the relationship that exists between the nurse and patient. However implied consent should not be assumed. Nurses need to ensure that information is given not only to inform the patient about a procedure but to enable the patient to give his or her consent and to find an alternative way forward if the patient withholds their consent. (shrink)

Fundamentación: el desarrollo de la cultura profesional docente colaborativo se sustenta en los postulados vigotskianos, donde se concibe al profesor como un sujeto comprometido con las demandas y exigencias de la sociedad. Objetivo: socializar las categorías de análisis que se deben tener en cuenta en un colectivo docente para el desarrollo de una cultura profesional colaborativa en el proceso de formación del profesional de la educación superior. Método: se realizó un estudio etnográfico en la Universidad José Martí Pérez, de Sancti (...) Spíritus, apoyada en la metodología cualitativa y un grupo de técnicas posibilitó la recogida de la información. Resultados: se obtuvieron las categorías de análisis que están estrechamente asociadas al deber ser de un docente universitario, portador de esta cultura. Conclusiones: a partir de la coincidencia de criterios sobre los aspectos teóricos y la reflexión colectiva emergieron elementos indispensables en un colectivo para lograr la cultura profesional docente colaborativa a la cual se aspira, elaborados al tener en cuenta su estructura de contenido y forma. Background: the development of collaborative professional teaching culture is based on Vigotskian statements, where the teacher is seen as an individual compromised with the demanding and needs of the society. Objective: Socialize the analytical categories that should be taken into consideration in a teaching staff for the development of collaborative professional teaching culture in the process formation of the professional of higher education. Method: an ethnographic study was carried out in the University José Marti Pérez, from Sancti Spiritus, based on a qualitative methodology and a group of techniques that make data collection possible. Results: The analytical categories obtained were closely linked to the requirements of a university teacher that has this culture. Conclusions: starting from common criteria about theoretical aspects and group reflection, vital elements emerged in the teaching staff to get the collaborative professional teaching culture that is needed, elaborated taking into account its structure of content and form. (shrink)

I introduce and explicate a new functionalist account of art, namely that something is an artwork iff the fulfillment of its function by a subject requires that the subject aesthetically engage it. This is the Aesthetic Engagement Theory of art. I show how the Aesthetic Engagement Theory outperforms salient rival theories in terms of extensional adequacy, non-arbitrariness, and ability to account for the distinctive value of art. I also give an account of what it is to aesthetically engage a work (...) that relies on our agential capacity to treat an object as having non-instrumental value, even while the ultimate purpose for our engaging the object is to get something from it. (shrink)

The popularization of neuroscientific ideas about learning—sometimes legitimate, sometimes merely commercial—poses a real challenge for classroom teachers who want to understand how children learn. Until teacher preparation programs are reconceived to incorporate relevant research from the neuro- and cognitive sciences, teachers need translation and guidance to effectively use information about the brain and cognition. Absent such guidance, teachers, schools, and school districts may waste time and money pursuing so called brain-based interventions that lack a firm basis in research. Meanwhile, the (...) success of our schools will continue to be narrowly defined by achievement standards that ignore knowledge of the neural and cognitive processes of learning. To achieve the goals of neuroeducation, its proponents must address unique ethical issues that neuroeducation raises for five different groups of individuals: a) practicing teachers, b) neuroscience researchers whose work could inform education, c) publishers and the popular media, d) educational policy-makers, and e) university-level teacher educators. We suggest ways in which these ethical challenges can be met and provide a model for teacher preparation that will enable teachers themselves to translate findings from the neuro-and cognitive sciences and use legitimate research to inform how they design and deliver effective instruction. (shrink)

Repeatable artworks like musical works have presented theorists in the ontology of art with a puzzle. They seem in some respects like eternal, immutable objects and in others like created, historical objects. Creationists have embraced the latter appearances and attempted to compel Platonists to follow them. I examine in detail each argument in a cumulative case for Creationism, showing how the Platonist can respond. The conclusion is that the debate between Platonists and Creationists is a stalemate. In order for progress (...) to be made in the first-order debate, second-order progress on the metaontology of art needs to come first. (shrink)

I first ask what it is to make up a story. In order to answer that question, I give existence and identity conditions for stories. I argue that a story exists whenever there is some narrative content that has intentionally been made accessible. I argue that stories are abstract types, individuated by the conditions that must be met by something in order to be a properly formed token of the type. However, I also argue that the truth of our story (...) identity attributions---sentences like, "Peter Jackson's Lord of the Rings is the same story as JRR Tolkien's Lord of the Rings''---are relative to their context of use, so that the same attribution of identity might be true in one context or false in another because of a change in what's being said about the works in the differing contexts. From those existence and identity conditions, I draw the conclusions that story is best understood to be a phase sortal of some abstract types, and that what it is to make up a story is to identify a type of narrative representation and its content, such that the content is neither based on actual events nor on the content of other stories to an objectionable degree. In chapter 2, I ask what it is for a story to be complete. I argue for the general meta-thesis I call "Completion Pluralism", viz. that there are many kinds of artwork completeness, many corresponding senses of 'complete', and no kind of artwork completeness is objectively more important than any other. I give a pair of arguments against those who would deny Completion Pluralism, endorsing Completion Monism instead. First, I show how Monistic analyses of the one (or one most important) kind of artwork completeness fail. I also show that each Monistic theory's failure is contingent on the assumption of Completion Monism: the denial of Completion Monism dissolves each argument against the extensional adequacy of extant theories of artwork completeness. I argue that this is all best explained by the idea that Completion Pluralism is true. Second, I argue that Completion Pluralism fits best with the variety of interests that we bring to questions about artwork completeness: there is no single or overriding concern we have when we want to know whether an artwork is complete. We shouldn't expect completeness to be a single sort of thing, then. I show how to put Completion Pluralism to work by identifying different kinds of artwork completeness in artworks. Finally, I introduce a new kind of completeness particular to stories, what I call "narrative completion", and show how it's distinct from other kinds of completeness discussed. In chapter 3, I argue that the distinction between fictional and non-fictional stories is the degree to which stories are made-up. In short, a fictional story is a made-up story. I first provide a couple desiderata for thinking about theories of fiction, then show how the two most popular extant theories of fiction---the prop theory and the genre theory---fall short in meeting one or more of those desiderata to some extent. I then show how the theory that fictions are made-up stories better meets the desiderata, using my account of what it is to make up a story from chapter 1. I turn to explicitly ontological matters in chapter 4. Addressing the question of what stories are, I show that both the theses that they are eternal and immutable and that they are created and historical seem plausible for independent reasons. I discuss a schema of an argument some philosophers who hold to the latter view (those I call "Creationists") attempt to give for their view. However, I show how those who hold to the view that stories are eternal and immutable ("Platonists") can account for all the same appearances as the Creationists, usually at least as well and sometimes with a better accounting. Similar, deductive arguments for Platonism will give rise to similar responses from the Creationist, however. In the end, then, the style of argument in particular is unlikely to advance the discussion much. Finally, I attempt to advance the discussion by building an abductive case for Platonism. First, I vindicate a particular metaontological methodology for the debate at hand, a methodology that allows for "revisionary" outcomes in our ontologies of art objects. Second, I build a case for Platonism by arguing that it best explains a number of features of stories discussed in the previous chapters. Moreover, I argue that Creationism is committed to an implausible account of how some abstract objects come into existence. Given the combination of those facts, I argue that we should prefer Platonism to Creationism. (shrink)

Repeatable artworks like musical works have presented theorists in the ontology of art with a puzzle. They seem in some respects like eternal, immutable objects and in others like created, historical objects. Creationists have embraced the latter appearances and attempted to compel Platonists to follow them. I examine in detail each argument in a cumulative case for Creationism, showing how the Platonist can respond. The conclusion is that the debate between Platonists and Creationists is a stalemate. In order for progress (...) to be made in the first-order debate, second-order progress on the metaontology of art needs to come first. (shrink)

Transition to man -- Transition from man -- And beyond.

There are a number of recent discussions on the question of when an artwork is complete. While it has been observed that a work might be complete in one way and not in another, the impact of this observation has been minimal. Discussion has been continued as if there is only one real sense of completion that matters. I argue that this is a mistake. Even if there were only one (or one most important) kind of completion, extant theories of (...) completion would be bad candidates for that one kind. The best explanation of the failure of extant theories is that there are many kinds of completion, many corresponding senses of “completion,” and no kind of artwork completion is objectively more important than any other. We have a good reason to think that this is the case given the disparate interests we have when we ask completion questions. Once we have realized that those concerns track properties that are often unrelated, the question for theorists to answer becomes, “In how many ways can an artwork be complete?”. (shrink)

Emma Borg examines the relation between semantics and pragmatics, and assesses recent answers to fundamental questions of how and where to draw the divide between the two. She argues for a minimal account of the interrelation between them--a 'minimal semantics'--which holds that only rule-governed appeals to context can influence semantic content.

I argue there are two ways predication relations can hold according to the Categories: they can hold directly or they can hold mediately. The distinction between direct and mediated predication is a distinction between whether or not a given prediction fact holds in virtue of another predication fact’s holding. We can tell Aristotle endorses this distinction from multiple places in the text where he licenses an inference from one predication fact’s holding to another predication fact’s holding. The best explanation for (...) each such inference is that he takes some predication facts to be mediated by others. Once the distinction between direct and mediated predication has been explained and argued for, I show how it can help solve a persistent problem for the traditional view of non-substantial particulars in the Categories—that is, the view that non-substantial particulars are particular in the sense of being non-recurrent. Along with vindicating the traditional view, the direct/mediated predication distinction gives us a distinctive way of understanding what it is for something to be recurrent (or non-recurrent) as well as a better understanding of Aristotle’s broader commitments in the Categories as a whole. (shrink)

Minimal Semantics asks what a theory of literal linguistic meaning is for - if you were to be given a working theory of meaning for a language right now, what would you be able to do with it? Emma Borg sets out to defend a formal approach to semantic theorising from a relatively new type of opponent - advocates of what she call 'dual pragmatics'. According to dual pragmatists, rich pragmatic processes play two distinct roles in linguistic comprehension: as (...) well as operating in a post-semantic capacity to determine the implicatures of an utterance, they also operate prior to the determination of truth-conditional content for a sentence. That is to say, they have an integral role to play within what is usually thought of as the semantic realm. Borg believes dual pragmatic accounts constitute the strongest contemporary challenge to standard formal approaches to semantics since they challenge the formal theorist to show not merely that there is some role for formal processes on route to determination of semantic content, but that such processes are sufficient for determining content. Minimal Semantics provides a detailed examination of this school of thought, introducing readers who are unfamiliar with the topic to key ideas like relevance theory and contextualism, and looking in detail at where these accounts diverge from the formal approach. Borg's defence of formal semantics has two main parts: first, she argues that the formal approach is most naturally compatible with an important and well-grounded psychological theory, namely the Fodorian modular picture of the mind. Then she argues that the main arguments adduced by dual pragmatists against formal semantics - concerning apparent contextual intrusions into semantic content - can in fact be countered by a formal theory. The defence holds, however, only if we are sensitive to the proper conditions of success for a semantic theory. Specifically, we should reject a range of onerous constraints on semantic theorizing (e.g., that it answer epistemic or metaphysical questions, or that it explain our communicative skills) and instead adopt a quite minimal picture of semantics. (shrink)

While human genetic research promises to deliver a range of health benefits to the population, genetic research that takes place in Indigenous communities has proven controversial. Indigenous peoples have raised concerns, including a lack of benefit to their communities, a diversion of attention and resources from non-genetic causes of health disparities and racism in health care, a reinforcement of “victim-blaming” approaches to health inequalities, and possible misuse of blood and tissue samples. Drawing on the international literature, this article reviews the (...) ethical issues relevant to genetic research in Indigenous populations and considers how some of these have been negotiated in a genomic research project currently under way in a remote Aboriginal community. We consider how the different levels of Indigenous research governance operating in Australia impacted on the research project and discuss whether specific guidelines for the conduct of genetic research in Aboriginal and Torres Strait Islander communities are warranted. (shrink)

No one is born with Wisdom - the ability to think and act with understanding and insight. Wisdom grows only in a soil rich with knowledge and experience, but knowledge and experience provide only the nutrients. Wisdom must be nurtured by curiosity and a desire for understanding. Growing wisdom takes time and effort. Great minds have graced us with records of their struggles towards wisdom. This volume enables us to stand on the shoulders of some of these giants and thereby (...) grow our own wisdom farther -- and faster!" -- Back cover. (shrink)

Journal of Philosophy of Education, Volume 56, Issue 1, Page 180-189, February 2022.

Bioconservative bioethicists (e.g., Kass, 2002, Human Dignity and Bioethics, 297–331, 2008; Sandel, 2007; Fukuyama, 2003) offer various kinds of philosophical arguments against cognitive enhancement—i.e., the use of medicine and technology to make ourselves “better than well” as opposed to merely treating pathologies. Two notable such bioconservative arguments appeal to ideas about (1) the value of achievement, and (2) authenticity. It is shown here that even if these arguments from achievement and authenticity cut ice against specifically pharmacologically driven cognitive enhancement, they (...) do not extend over to an increasingly viable form of technological cognitive enhancement – namely, cognitive enhancement via augmented reality. An important result is that AR-driven cognitive enhancement aimed at boosting performance in certain cognitive tasks might offer an interesting kind of “sweet spot” for proponents of cognitive enhancement, allowing us to pursue many of the goals of enhancement advocates without running into some of the most prominent objections from bioconservative philosophers. (shrink)

Focusing on basics--including those critical thinking skills that make philosophical ethics possible--_Hornbook Ethics_ aims to help students understand, analyze, and evaluate both philosophical work in ethics and real-life ethical problems.

Political theory as a discipline has long been skeptical of computational methods. In this paper, I argue that it is time for theory to make a perspectival shift on these methods. Specifically, we should consider integrating recently developed generative large language models like GPT-4 as tools to support our creative work as theorists. Ultimately, I suggest that political theorists should embrace this technology as a method of supporting our capacity for creativity—but that we should do so in a way that (...) is mindful of the content and value of theorizing, the technical constraints of the models, and the ethical questions that the technology raises. (shrink)

L’importance de la figure d’Empédocle dans le Phèdre a été négligée par les commentateurs. Cet article entend montrer qu’elle permet pourtant de donner un nouvel éclairage au mythe de l’attelage ailé. Son point de départ consiste à mettre en relation une nouvelle interprétation du fragment 29 d’Empédocle, qui identifie le Sphairos à un Éros n’ayant plus d’ailes sur le dos, avec le dépassement du dos du ciel par les âmes ailées qui a lieu dans ce mythe du Phèdre. Le dos (...) du ciel serait en effet la transposition platonicienne de la surface externe du Sphairos évoquée dans le fragment, de sorte que son dépassement équivaudrait à un dépassement du matérialisme empédocléen vers l’intelligible. Quant à Éros, Platon prend sur ce point le contre-pied de la critique empédocléenne de la religion traditionnelle, en en faisant moins le Sphairos que l’élan qui mène au-delà de celui-ci. (shrink)

Sujetos y subjetividad en la construcción metodológica / Hugo Zemelman / - El magma constitutivo de la historicidad / Emma León / - Trabajo y mundo de vida / Enrique de la Garza Toledo / - Subjetividades emergentes, psiquismo y proyecto colectivo / Lidia Fernández / - Hacia una sociedad del sujeto : democracia y sociedad civil / Carlos Guerra Rodríguez / - Medios de comunicación, gobierno de la población y sujetos / María del Carmen de la Peza C. (...) / - El espacio íntimo en la construcción intersubjetiva / Medardo Tapia Uribe. (shrink)

In this book Emma Ruttkamp demonstrates the power of the full-blown employment of the model-theoretic paradigm in the philosophy of science. Within this paradigm she gives an account of sciences as process and product. She expounds the "received statement" and the "non-statement" views of science, and shows how the model-theoretic approach resolves the spurious tension between these views. In this endeavour she also engages the views of a number of contemporary philosophers of science with affinity to model theory. This (...) text can be read by specialists working in philosophy of science or formal semantics, by logicians working on the structure of theories, and by students in philosophy of science - this text offers a thorough introduction to non-statement accounts of sciences as well as a discussion of the traditional statement account of science. (shrink)

This article considers the major constitutional reforms which have taken place in the United Kingdom during the period of government by the Labour Party, 1997-2010. Within the context of the UK’s unwritten constitution, the article first considers how ‘constitutional’ law can be identified when compared with a written constitution, such as that of the Republic of Lithuania. The article then analyses the major reforms which have taken place since 1997, the political reasons behind them, the processes of reform and their (...) impact on the constitution. The four areas examined—reform of the House of Lords; the enactment of the Human Rights Act 1998; devolution; and the changes to the judiciary in the Constitutional Reform Act 2005—have all had a significant impact on the way in which the UK is governed. The article argues that these are all welcome developments, but that in many cases they are incomplete. In the absence of the likelihood of a future written constitution for the UK, sustained efforts by future governments are needed by to ensure that the reforms fulfil their aim of modernizing the democratic system. (shrink)

Humanity entered the twenty-first century with revolutionary achievements in biomedical research. At the same time multiple “dual-use” results have been published. The battle against infectious diseases is meeting new challenges, with newly emerging and re-emerging infections. Both natural disaster epidemics, such as SARS, avian influenza, haemorrhagic fevers, XDR and MDR tuberculosis and many others, and the possibility of intentional mis-use, such as letters containing anthrax spores in USA, 2001, have raised awareness of the real threats. Many great men, including Goethe, (...) Spinoza, J.B. Shaw, Fr. Engels, J.F. Kennedy and others, have recognized that liberty is also a responsibility. That is why the liberty to decide now represents an acknowledged necessity: biomedical research should be supported, conducted and published with appropriate measures to prevent potential “dual use”. Biomedical scientists should work according to the ethical principles of their Code of Conduct, an analogue of Hippocrates Oath of doctors; and they should inform government, society and their juniors about the problem. National science consulting boards of experts should be created to prepare guidelines and control the problem at state level. An international board should develop minimum standards to be applicable by each country. Bio-preparedness is considered another key-measure. (shrink)