Mood profiling has a long history in the field of sport and exercise. Several novel mood profile clusters were identified and described in the literature recently (Parsons-Smith, Terry, & Machin, 2017). In the present study, we investigated whether the same clusters were evident in an Italian language, sport and exercise context. The Italian Mood Scale (ITAMS; Quartiroli, Terry, & Fogarty, 2017) was administered to 950 Italian-speaking sport participants (659 females, 284 males, 7 unspecified; age range = 16–63 yr., M (...) = 25.03, SD = 7.62) and seeded k-means clustering methodology applied to the responses. Six distinct mood profiles were identified, termed the iceberg, inverse iceberg, inverse Everest, shark fin, surface, and submerged profiles, which closely resembled those reported among English-speaking participants (Parsons-Smith et al., 2017). Significant differences were found in the distribution of specific mood profiles across gender and age groups. Findings supported the cross-cultural generalizability of the six mood profiles and offer new research avenues into their antecedents, correlates and behavioral consequences in Italian-language contexts. (shrink)

ABSTRACTRespect in morally and culturally critical situations during military missions is complex and loaded with ambiguity. Respect seems a desirable and positive cross-cultural competence. It is assumed and expected that respectful action serves the objectives of the mission and contributes to the perceived legitimacy of the military. However, by respecting ‘the others’ culture’ too much, one can neglect one's own values and sideline one's own ethical point of view. We conducted a qualitative study in which we extracted 121 morally and (...) culturally critical situations from 29 in-depth interviews with Dutch soldiers who have been deployed to, for them, unfamiliar cultural settings. The findings of this study reveal, firstly, that soldiers who refer to ‘culture’ as a reason for their own behaviour in morally and culturally critical situations encountered during deployments are less likely to intervene even though these situations conflict with their own values. This could be considered to be a sort of ethic.. (shrink)

René-Michel Roberge | Résumé : Invité à rassembler les principaux éléments de sa pensée sur le magistère de l’Église, l’auteur esquisse une notion de magistère ecclésial et propose quelques pistes de réflexion sur la nature de son autorité qui devrait être considérée comme étant d’abord de l’ordre du sacramentel, du synergique, de la fiabilité et de la réception. |: Invited to gather the main elements of his thought on the magisterium of the Church, the author outlines a notion of ecclesial (...) magisterium and offers some reflections on the nature of its authority which should be considered as being at first in the order of the sacramental, of the synergic, of the reliability and of the reception. (shrink)

This paper describes an undergraduate course in metaphilosophy for philosophy majors and argues that there are four potential benefits to students; namely that doing metaphilosophy (1) allows students to draw their own conclusions about what philosophy is, (2) develops students’ metacognitive skills to promote learning, (3) establishes students as members of the philosophical community, and (4) disposes students to live lives that reflect their philosophical education. It describes issues of transparency of course design and the particulars of the course, including (...) course content, and provides excerpts of student work to demonstrate student learning outcomes. Finally, it will suggest that even if it is not possible to offer a stand-alone course in metaphilosophy, instructors should provide opportunities to reflect on metaphilosophical issues in their other philosophy courses. (shrink)

A letter to The Times of London, May 9, 1992 protesting the Cambridge University proposal to award an honorary degree to M. Jacques Derrida.

Wilson et al. focus on one class of AGL tasks: the cognitively demanding task of detecting non‐adjacent dependencies (NADs) among items. They provide a typology of the different types of NADs in natural languages and in AGL tasks. A range of cues affect NAD learning, ranging from the variability and number of intervening elements to the presence of shared prosodic cues between the dependent items. These cues, important for humans to discover non‐adjacent dependencies, are also found to facilitate NAD learning (...) in several nonhuman animal species. (shrink)

BackgroundPeople with upper extremity amputations report receiving insufficient information about treatment options. Furthermore, patients commonly report not knowing what questions to ask providers. A question prompt sheet, or list of questions, can support patient-centered care by empowering patients to ask questions important to them, promoting patient-provider communication, and increasing patient knowledge. This study assessed information needs among people with UE amputations about UE vascularized composite allotransplantation and developed a UE VCA-QPS.MethodsThis multi-site, cross-sectional, mixed-methods study involved in-depth and semi-structured interviews with (...) people with UE amputations to assess information needs and develop a UE VCA-QPS. Qualitative data were analyzed by thematic analysis; quantitative data were analyzed by descriptive statistics. The initial UE VCA-QPS included 130 items across 18 topics.ResultsEighty-nine people with UE amputations participated. Most were male, had a mean age of 46 years, and had a unilateral and below-elbow amputation. Participants desired information about UE VCA eligibility, evaluation process, surgery, risks, rehabilitation, and functional outcomes. After refinement, the final UE VCA-QPS included 35 items, across 9 topics. All items were written at a ≤ 6th grade reading level. Most semi-structured interview participants reported being ‘completely’ or ‘very’ likely to use a UE VCA-QPS.ConclusionPeople with UE amputations have extensive information needs about UE VCA. The UE VCA-QPS aims to address patients’ information needs and foster patient-centered care. Future research should assess whether the UE VCA-QPS facilitates patient-provider discussion and informed decision-making for UE VCA. (shrink)

Wilson et al. focus on one class of AGL tasks: the cognitively demanding task of detecting non‐adjacent dependencies (NADs) among items. They provide a typology of the different types of NADs in natural languages and in AGL tasks. A range of cues affect NAD learning, ranging from the variability and number of intervening elements to the presence of shared prosodic cues between the dependent items. These cues, important for humans to discover non‐adjacent dependencies, are also found to facilitate NAD learning (...) in several nonhuman animal species. (shrink)

The national ethical guidelines relevant to assisted reproductive technology have recently been reviewed by the National Health and Medical Research Council. The review process paid particular attention to the issue of non-medical sex selection, although ultimately, the updated ethical guidelines maintain the pre-consultation position of a prohibition on non-medical sex selection. Whilst this recent review process provided a public forum for debate and discussion of this ethically contentious issue, the Victorian case of JS and LS v Patient Review Panel [2011] (...) VCAT 856 provides a rare instance where the prohibition on non-medical sex selection has been explored by a court or tribunal in Australia. This paper analyses the reasoning in that decision, focusing specifically on how the Victorian Civil and Administrative Tribunal applied the statutory framework relevant to ART and its comparison to other uses of embryo selection technologies. The Tribunal relied heavily upon the welfare-of-the-child principle under the Assisted Reproductive Treatment Act 2008. The Tribunal also compared non-medical sex selection with saviour sibling selection. Our analysis leads us to conclude that the Tribunal’s reasoning fails to adequately justify the denial of the applicants’ request to utilize ART services to select the sex of their prospective child. (shrink)

Distance Learning (DL) courses have become ubiquitous, especially since the pandemic. Having had some experience with DL in high school, first-year students might be inclined to enroll in DL courses. Other students take DL because of completing demands on their time, such as work, family, or athletics participation, and some students just like the flexibility afforded by DL courses. However, many college students are unprepared for the self-regulative practices, including time management and assistance-seeking behaviors, required for success in a DL (...) course. (shrink)

Given the right sorts of reading assignments, students can learn to read philosophy by reading philosophy. This paper identifies a number ofobstacles to students’ reading philosophy and recommends re-envisioning student-learning outcomes in light of the revised Bloom’s taxonomy of learning objectives and using directed reading assignments that help students achieve them. It describes seven reading assignments in philosophy that emphasize active learning to facilitate students’ learning to read philosophy as they read philosophy.

In his 2006 Lenssen Prize–winning paper, “Reading Philosophy with Background Knowledge and Metacognition,”1 David Concepción describes a method of reading instruction that is clearly student-centered in that quality of student learning, and not just discipline-specific knowledge, is a central course objective.2 Moreover, the explicit reading instruction he recommends stands to enrich our students’ understanding of the philosophical content of our courses thus making deep reading, or what has been called “reading to learn,”3 an integral part of the content of a (...) philosophy course. In these comments, I introduce a scaffolded approach to implementing Concepción’s explicit reading instruction, specifically, one in which instructors first model the stages of reading philosophy, then support students as they employ these techniques, and finally assess and provide feedback on students’ attempts. (shrink)

Given the right sorts of reading assignments, students can learn to read philosophy by reading philosophy. This paper identifies a number of obstacles to students’ reading philosophy and recommends re-envisioning student-learning outcomes in light of the revised Bloom’s taxonomy of learning objectives and using directed reading assignments that help students achieve them. It describes seven reading assignments in philosophy that emphasize active learning to facilitate students’ learning to read philosophy as they read philosophy.

The most notable contributions to contemporary philosophy of mind have been written by philosophers of mind for philosophers of mind. Without a good understanding of the historical framework, the technical terminology, the philosophical methodology, and the nature of the philosophical problems themselves, not only do undergraduate students face a difficult challenge when taking a first course in philosophy of mind, but instructors lacking specialized knowledge in this field might be put off from teaching the course. This paper is intended to (...) provide a framework for instructors with little background in this area of philosophy to develop a course in philosophy of mind. This course, aimed at the advanced undergraduate student, provides students with the tools necessary for understanding some of the key readings in contemporary philosophy of mind and offers unique benefits to both majors and non-majors. The course described here focuses on just two of the main problems in philosophy of mind—the mind-body problem and the problem of phenomenal consciousness—and briefly touches on other issues one might address. Finally, several solutions to common challenges that arise in an advanced philosophy course are discussed. (shrink)

This study examined academic and psychological correlates of exam performance in an introductory logic course. The participants were 39 students who completed Logic and Critical Thinking at a southeastern liberal arts university. Students were assigned 20 online homework sets, met for two 75-minute class sessions each week for a 15-week term, and took three exams. A general self-efficacy scale and a frustration scale were administered during the last class meeting. A significant positive correlation was found between exam scores and each (...) of the following variables: homework scores, attendance, and self-efficacy scores. A significant negative correlation was found between students’ frustration scores and their exam scores. Hierarchical regression analysis indicated that homework, attendance, and frustration scores made significant contributions to the prediction of exam scores. The implications of these findings for improving course design and enhancing student learning were discussed. (139 words). (shrink)

Sydney Shoemaker has gone to great lengths to defend a repre-sentationalist view of phenomenal character, and yet he describes this view as breaking with standard representationalism in two ways. First, he thinks his representationalist position is consis- tent with the possibility of spectrum inversion, and second, he thinks there are qualia. Thus, we can think of his position in the qualia debate as moderate representationalism by taking up some middle ground be- tween these two major camps. This \moderate" view faces (...) several problems. Here I will very briey explain Shoemaker's represen- tationalist account of spectrum inversion in which he appeals to the existence of a certain sort of subjective property of objects, namely, what he calls appearance properties. I will argue that an alternative ver- sion of representationalism provides a more plausible explanation of both inversion-type scenarios and Shoemaker's color constancy case, which he uses to motivate the existence of these subjective properties, without positing appearance properties at all. (shrink)

: A perceptual theory of introspection is one that treats introspection as a species of perception or as a special case of perception. Additionally, a perceptual theory of introspection is one for which introspection shares at least some of the essential features of perception. However, I will show that there are certain essential features of perception that introspection lacks. Moreover, those features common to perception and introspection are insufficient to distinguish perception from belief. Thus, there is good reason to deny (...) that introspection fits a perceptual model of introspection. (shrink)

This book is an English-language translation of a bestselling book in France that explores the relationship between humans and new technologies.