Responding to a major pandemic and planning for allocation of scarce resources under crisis standards of care requires coordination and cooperation across federal, state and local governments in tandem with the larger societal infrastructure. Maryland remains one of the few states with no state-endorsed ASR plan, despite having a plan published in 2017 that was informed by public forums across the state. In this article, we review strengths and weaknesses of Maryland’s response to COVID-19 and the role of the Maryland (...) Healthcare Ethics Committee Network in bridging gaps in the state’s response to prepare health care facilities for potential implementation of ASR plans. Identified “lessons learned” include: Deliberative Democracy Provided a Strong Foundation for Maryland’s ASR Framework; Community Consensus is Informative, Not Normative; Hearing Community Voices Has Inherent Value; Lack of Transparency & Political Leadership Gaps Generate a Fragmented Response; Pandemic Politics Requires Diplomacy & Persistence; Strong Leadership is Needed to Avoid Implementing ASR … And to Plan for ASR; An Effective Pandemic Response Requires Coordination and Information-Sharing Beyond the Acute Care Hospital; and The Ability to Correct Course is Crucial: Reconsidering No-visitor Policies. (shrink)

Human adaptive behavior in sensorimotor control is aimed to increase the confidence in feedforward mechanisms when sensory afferents are uncertain. It is thought that these feedforward mechanisms rely on predictions from internal models. We investigate whether the brain uses an internal model of physical laws to help estimate body equilibrium when tactile inputs from the foot sole are depressed by carrying extra weight. As direct experimental evidence for such a model is limited, we used Judoka athletes thought to have built (...) up internal models of external loads as compared with Non-Athlete participants and Dancers. Using electroencephalography, we first tested the hypothesis that the influence of tactile inputs was amplified by descending cortical efferent signals. We compared the amplitude of P1N1 somatosensory cortical potential evoked by electrical stimulation of the foot sole in participants standing still with their eyes closed. We showed smaller P1N1 amplitudes in the Load compared to No Load conditions in both Non-Athletes and Dancers. This decrease neural response to tactile stimulation was associated with greater postural oscillations. By contrast in the Judoka’s group, the neural early response to tactile stimulation was unregulated in the Load condition. This suggests that the brain can selectively increase the functional gain of sensory inputs, during challenging equilibrium tasks when tactile inputs were mechanically depressed by wearing a weighted vest. In Judokas, the activation of regions such as the right posterior inferior parietal cortex as early as the P1N1 is likely the source of the neural responses being maintained similar in both Load and No Load conditions. An overweight internal model stored in the right PPC known to be involved in maintaining a coherent representation of one’s body in space can optimize predictive mechanisms in situations with high balance constraints. This hypothesis has been confirmed by showing that postural reaction evoked by a translation of the support surface on which participants were standing wearing extra-weight was improved in Judokas. (shrink)

The Institute of Medicine (IOM) Committee on the Necessity of the Use of Chimpanzees in Biomedical and Behavioral Research made a series of recommendations that, as of an announcement on June 26, 2013, the National Institutes of Health (NIH) is turning into implemented guidelines. Many advocates, including some researchers and scholars, have suggested that the Committee’s recommendations could be applied successfully to other animal species. This article examines, from my perspective as the IOM Committee’s chair, some of the most important (...) features of the Committee’s work, addresses whether chimpanzees represent a special or unique case for the purpose of research policy, and suggests an approach for evaluating the applicability of the Committee’s recommendations for other animal species used in research. I first present my perspective on the features of the Committee’s work that influenced its approach and conclusions. I then argue that despite the fact that chimpanzees represent a somewhat unique case for restricted research use, their case still offers important lessons for policy regarding the use of other species. Finally, I offer some observations regarding the recommendations and implications of the report from the NIH Working Group charged with crafting guidelines for implementing the IOM Committee’s recommendations. (shrink)

A group is often construed as one agent with its own probabilistic beliefs (credences), which are obtained by aggregating those of the individuals, for instance through averaging. In their celebrated “Groupthink”, Russell et al. (2015) require group credences to undergo Bayesian revision whenever new information is learnt, i.e., whenever individual credences undergo Bayesian revision based on this information. To obtain a fully Bayesian group, one should often extend this requirement to non-public or even private information (learnt by (...) not all or just one individual), or to non-representable information (not representable by any event in the domain where credences are held). I pro- pose a taxonomy of six types of ‘group Bayesianism’. They differ in the information for which Bayesian revision of group credences is required: public representable information, private representable information, public non-representable information, etc. Six corre- sponding theorems establish how individual credences must (not) be aggregated to ensure group Bayesianism of any type, respectively. Aggregating through standard averaging is never permitted; instead, different forms of geometric averaging must be used. One theorem—that for public representable information—is essentially Russell et al.’s central result (with minor corrections). Another theorem—that for public non-representable information—fills a gap in the theory of externally Bayesian opinion pooling. (shrink)

ArgumentUntil the fifteenth century, celibacy was the rule among Christian scholars of northwestern Europe. Celibacy was a major element of the codified cultural representation of the scholar and his specific way of life, sustained by peculiar institutional arrangements and daily routines. Founding family households implied therefore a major reorganization of the scholar’s way of life. Broadly speaking, this involved refashioning the scholarly habitus, redefining social relations, and developing the necessary material infrastructure. The paper focuses on three aspects of this process (...) during a period characterized by uncertainty and experimentation. It discusses the structure of scholars’ families, arguing that at least until the middle of the sixteenth century, received models still persisted, while new viable models for articulating family reproduction with the transmission of scholarly dispositions had not yet crystallized. It then turns to the reorganization of domestic space, focusing on the different uses of the study to manage social distance and regulate domestic relations. Finally, among the different manifestations of the scholarly habitus, it argues that the emotional detachment of learned men was itself a learned habit. The well-documented discussion of competing options for organizing scholars’ family households and cultivating an acquired nature in academic settings provides an exceptional occasion to examine the way a group habitus is reshaped and, explore the cultural work involved in this process. (shrink)

Ethics is the emphasis of our first-year Introduction to Clinical Medicine-1 course. Introduction to Clinical Medicine-1 uses problem-based learning to involve groups of seven to nine students and two facilitators in realistic clinical cases. The cases emphasize ethics, but also include human behaviour, basic science, clinical medicine, and prevention learning issues. Three cases use written vignettes, while the other three cases feature standardized patients. Groups meet twice for each case. In session one, students read the case introduction, obtain data from (...) the written case or standardized patient, identify the case's ethical problems, formulate learning issues, discuss ways to resolve the moral conflicts, and assign research responsibilities. In session two, students discuss their assigned learning issues and specify and justify clinical actions to address the case's ethical dilemmas. Following three cases, groups write an essay discussing what they learned and describing how they would approach and resolve the case's learning issues. (shrink)

The COVID‐19 pandemic exposes underlying inequalities in our socio‐economic and health systems, such as gender‐based violence (GBV). In emergencies, particularly ones that involve quarantine, GBV often increases. Policymakers must utilize community expertise, technology and existing global guidelines to disrupt these trends in the early stages of the COVID‐19 epidemic. Gender norms and roles relegating women to the realm of care work puts them on the frontlines in an epidemic, while often excluding them from developing the response. It is critical to (...) value women’s roles in society and include their voices in the decision‐making process to avoid unintended consequences and ensure a comprehensive response that caters to the needs of the most vulnerable groups. (shrink)

At the height of the COVID-19 crisis in the Netherlands a shortness of intensive care beds was looming. Dutch professional medical organizations asked a group of ethicists for assistance in drafting guidelines and criteria for selection of patients for intensive care treatment in case of absolute scarcity, when medical selection criteria would no longer suffice. This article describes the Dutch context, the process of drafting the advice and reflects on the role of ethicists and lessons learned. We argue (...) that timely interaction between clinical and ethical expertise is necessary since the distinction between medical and non-medical considerations is not as clearcut as sometimes assumed. Furthermore, pragmatic considerations related to the specifics of an epidemic are of importance, for example, in relation to prioritizing health care workers. As a consequence, any protocol already present before the pandemic would need alterations to fit the current situation. The ‘fair innings’ criterion we proposed, rephrased as an argument of intergenerational solidarity, was considered reasonable by professionals as well as patient organizations. While it is desirable to draft ethical guidelines in ‘peacetime’ as a matter of pandemic preparedness, the pressure of an actual crisis facilitates decision-making, although it will also complicate a more democratic approach. (shrink)

In recent years, collective agency and responsibility have received a great deal of attention. One exciting development concerns whether collective, non-distributive responsibility can be assigned to collective non-agents, such as crowds and nation-states. I focus on an underappreciated aspect of these arguments—namely, that they sometimes derive substantive ontological conclusions about the nature of collective agents from these responsibility attributions. I argue that this order of inference, whose form I represent in what I call the Spaghetti Western Argument, largely fails, even (...) if the cases described are all too common. I show that it does not generate a generalizable, reliable conclusion about the kind of entity that is the plausibly responsible party. In particular, a group may lack agency in a given instance, be non-distributively responsible in that same instance and yet be a collective agent across time. (shrink)

The Puzzle of the Hats is a betting arrangement which seems to show that a Dutch book can be made against a group of rational players with common priors who act in the common interest and have full trust in the other players’ rationality. But we show that appearances are misleading—no such Dutch book can be made. There are four morals. First, what can be learned from the puzzle is that there is a class of situations in which (...) credences and betting rates diverge. Second, there is an analogy between ways of dealing with situations of this kind and different policies for sequential choice. Third, there is an analogy with strategic voting, showing that the common interest is not always served by expressing how things seem to you in social decision-making. (shrink)

When ethical decisions have to be taken in critical, complex medical situations, they often involve decisions that set the course for or against life-sustaining treatments. Therefore the decisions have far-reaching consequences for the patients, their relatives, and often for the clinical staff. Although the rich psychology literature provides evidence that reasoning may be affected by undesired influences that may undermine the quality of the decision outcome, not much attention has been given to this phenomenon in health care or ethics consultation. (...) In this paper, we aim to contribute to the sensitization of the problem of systematic reasoning biases by showing how exemplary individual and group biases can affect the quality of decision-making on an individual and group level. We are addressing clinical ethicists as well as clinicians who guide complex decision-making processes of ethical significance. Knowledge regarding exemplary group psychological biases (e.g. conformity bias), and individual biases (e.g. stereotypes), will be taken from the disciplines of social psychology and cognitive decision science and considered in the field of ethical decision-making. Finally we discuss the influence of intuitive versus analytical (systematical) reasoning on the validity of ethical decision-making. (shrink)

We often remember in groups, yet research on collaborative recall finds “collaborative inhibition”: Recalling with others has costs compared to recalling alone. In related paradigms, remembering with others introduces errors into recall. We compared costs and benefits of two collaboration procedures—turn taking and consensus. First, 135 individuals learned a word list and recalled it alone (Recall 1). Then, 45 participants in three-member groups took turns to recall, 45 participants in three-member groups reached a consensus, and 45 participants recalled alone (...) but were analysed as three-member nominal groups (Recall 2). Finally, all participants recalled alone (Recall 3). Both turn-taking and consensus groups demonstrated the usual pattern of costs during collaboration and benefits after collaboration in terms of recall completeness. However, consensus groups, and not turn-taking groups, demonstrated clear benefits in terms of recall accuracy, both during and after collaboration. Consensus groups engaged in beneficial group source-monitoring processes. Our findings challenge assumptions about the negative consequences of social remembering. (shrink)

This paper focuses on what could be learned about statuses and status groups from the work of Randall Collins in the 1980s, and in particular from Weberian Sociological Theory (1986). I mention how I myself found this book useful at that time to further my own work in the sociology of science and in sociological theory, and emphasise its value in appreciating the fundamental and irremediable deficiencies of individualistic rational choice theory in both contexts. I go on to note (...) how Collins, a ‘macro’ sociologist in the 1980s, was nonetheless well aware of the indispensable role of micro-sociology in advancing the fundamental understanding of the field as a whole, and his singling out of Erving Goffman and Harold Garfinkel as primus inter pares for their special theoretical importance at this time. I say a little about why these two did indeed have much to contribute to an understanding of statuses and of status groups and still do even today, and end by noting how effectively Collins has used and built upon the work of Goffman in particular since the 1980s. (shrink)

Background: Food is an important part of nursing care and recognized as a basic need and a human right. Nutritional care for older adults in institutions represents a particularly important area to address in nursing education and practice, as the right to food can be at risk and health personnel experience ethical challenges related to food and nutrition. Objective: The present study investigates the development of coursework on nutritional care with a human rights perspective in a nursing programme for first-year (...) nursing students and draws upon reflections and lessons learned. Research design: The study utilized educational design research. The coursework, developed through two rounds, combined on-campus learning and clinical placement in nursing homes. Nursing studentsʼ perspectives and experiences gathered through focus groups and a written assignment informed the development and evaluation of the coursework. Participants and research context: In the first round, multistage focus group interviews were conducted with 18 nursing students before, during and after placement. In the second round, four focus group interviews with 26 nursing students were conducted shortly after placement. Ethical consideration: The study was approved by the Norwegian Centre for Research Data. Findings: Three main ʽlessons learnedʼ emerged regarding introducing a human rights perspective in nursing education: 1) the contribution of the human rights perspective in changing the narrative of ʽvulnerable and malnourished patientsʼ, 2) the importance of relationships and experiences for learning about human rights and 3) the benefit of combining development of ethical competence with a human rights perspective. Conclusion: A human rights perspective enabled the students to give meaning to nutritional care beyond understanding of food as a basic physical need. Incorporating human rights in nursing education can support nursing students and nurses in recognizing and addressing ethical and structural challenges and being able to fulfil the right to food for patients. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 21.1 (2001) 33-36 [Access article in PDF] How I, a Christian, Have Learned from Buddhist Practice, or "The Frog Sat on the Lily Pad... Not Waiting" Frances S. Adeney Louisville Presbyterian Theological Seminary As a Christian, I have practiced various forms of silent meditation. I remember sitting under the grand piano as a child of three, watching the sun flit through white curtains during our one-hour (...) home communion service of the Plymouth Brethren. Most of the hour was spent in communal silence, gathered around a small table upon which was placed wine and bread. My memories of these meetings are filled with a sense of awe and presence.I practiced a different kind of silent meditation as a young adult when I spent six weeks living on a beach in Greece. I saw few people apart from my two companions and the shepherdess who brought her flock to the meadow each day. I spent hours watching the waves or studying the grains of sand at my feet. I never missed a sunset.At certain times of my life, there were more intentional, prayer-filled kinds of silent meditation. Wordless yearnings and grievings were brought to those meditations as I sought understanding and peace during times of illness, loss, and confusion. I wouldn't call any of those experiences Buddhist meditation. They were intentionally focused on either worshiping Christ or experiencing nature. There was no attempt to leave behind desires, no longing for emptiness, no intentional focus on being in the present moment, qualities that I associate with Buddhist meditation.The first time I joined a group of people practicing Buddhist sitting was in 1997. Yet I felt like I had been doing this kind of silent meditating for years. Here is how that convergence came about.During the early 1990s, while living in Indonesia, I frequently visited a Trappist monastery in central Java. The nuns there didn't practice Buddhism, but my spiritual director, a German priest who lived down the mountain, said to me, "Come and see." Father Hamma introduced me to sitting in a gentle non-technique-oriented way. He called it "contemplative prayer." I took up this practice daily during a difficult time of loss in my life. Spiritual retreats at the monastery up the mountain helped me learn to let go of what I could not hold onto in life. It was there that I began to experience the delight and calm that comes from a practice of meditative silence. [End Page 33]This silent meditation differed from other practices of silence that I had known in significant ways: (1) It was not focused on an interchange between God and myself. I was not listening for God's voice. I was not bringing my concerns to God. I was simply entering a place of silence. (2) It was not predicated on specific ideas about God or thoughts from writings in the Bible. I did not need to frame this time of silence with religious meanings. (3) It was not focused on an outcome. I neither expected nor did I ask for any changes in myself or the world.Yet there were ways in which this practice of meditative silence was framed by my Christian faith. In taking up this practice, I felt I was intentionally entering God's presence. While not looking for spiritual experiences, I was somehow seeking life, and I did believe that God met me in those silent moments. More than once I had experiences that were "sightings" if not meetings with the Divine. During the seven years that I have practiced entering silence, the space that I enter has grown larger, and the conviction that I am entering and becoming part of God's presence deepens. The frog sat on the lily pad not waiting. This Haiku poem resulted from one such experience. I had taken the bus out from the city. It dropped me at the foot of one of hundreds of small mountains in Java covered by... (shrink)

Perceptual grouping is fundamental to many auditory processes. The Iambic–Trochaic Law (ITL) is a default grouping strategy, where rhythmic alternations of duration are perceived iambically (weak‐strong), while alternations of intensity are perceived trochaically (strong‐weak). Some argue that the ITL is experience dependent. For instance, French speakers follow the ITL, but not as consistently as German speakers. We hypothesized that learning about prosodic patterns, like word stress, modulates this rhythmic grouping. We tested this idea by training French adults on a German‐like (...) stress contrast. Individuals who showed better phonological learning had more ITL‐like grouping, particularly over duration cues. In a non‐phonological condition, French adults were trained using identical stimuli, but they learned to attend to acoustic variation that was not linguistic. Here, no learning effects were observed. Results thus suggest that phonological learning can modulate low‐level auditory grouping phenomena, but it is constrained by the ability of individuals to learn from short‐term training. (shrink)

In an increasingly complex world with increasingly powerful organisations it seems inevitable that society – or groups in society – would become anxious about whether these organisations could be encouraged to match that power with an appropriate responsibility. This is the function of accountability – to require individuals and organisations to present an account of those actions for which society holds them – or would wish to hold them – responsible. And the history of social accounting, at its most fundamental, (...) is a history of attempts to develop this accountability. It seems to me that the widespread and systematic practice of social and environmental accounting is a deeply essential element in any well‐functioning, complex democracy. The corollary is that the absence of such mechanisms raises fundamental questions about the nature of modern democracies. This article briefly outlines what I believe to be the three strands of social accounting. It then identifies a few of the lessons that we may be able to learn from current experience and, in particular, how social accounting is related to accountability, democracy and sustainability. The central issue of the tension between accountability and control is touched upon: I then illustrate how the stakeholder model can be used to help define the social account, and conclude with a few words on attestation. (shrink)

The purpose of this qualitative case study is to describe in-depth the experience of Korean students undergoing group music therapy. Seven students participated in eight consecutive weeks of group music therapy. The researcher collected and triangulated three data resources: individual interview transcripts, participant journals, and audiotaped sessions. The data were analyzed using the case study method and peer debriefing was conducted for trustworthiness. The four emergent themes and six categories were as follows: (1) Discovering who I am (categories: (...) what it means to be me, learning about self), (2) Inside group music therapy (categories: it was flowing like water, silence, I can do whatever I want safely here, and the truth of my family), (3) The role of music, and (4) What we learned with books became real. The results indicated that the student therapists’ experiences were linked to their personal development, unique experience of group music therapy dynamics, musical experience as an emotional container, and clinical development. Finally, it is recommended that cultural adaptations are made by providing both structure and space for Korean students to express themselves. (shrink)

The recruitment of respondents belonging to ethnic minorities poses important challenges in social and health research. This paper reflects on the enablers and barriers to recruitment that we encountered in our research work with persons belonging to ethnic minorities. Additionally, we applied the Matching Model of Recruitment, a theoretical framework concerning minority recruitment, to guide our reflection. We also explored its applicability as a research design tool. In assessing our research experience, we learned that minority recruitment in social and (...) health research is influenced by the social context of all key players involved in the research. Also, there are enablers and barriers within that social context facilitating or delaying the recruitment process. The main enablers to recruit respondents belonging to ethnic minorities include working with community agencies and gatekeepers who share a common vision with researchers and the latter’s ability to gain the trust of potential respondents. The main barriers include demanding too much from these same community agencies and gatekeepers and ignoring factors that could delay the completion of the research. Although we found the Matching Model of Recruitment to be an effective tool in assessing the processes of recruiting respondents belonging to ethnic minorities, further empirical research is needed to explore its usefulness during the research planning phase. (shrink)

This qualitative research examines the influence of animosity on physicians during clinical encounters and its ethical implications. Semi-structured interviews were conducted with ten Israeli-Jewish physicians: four treated Syrians and six treated Palestinian terrorists/Hezbollah militants or Palestinian civilians. An interpretive phenomenological analysis was used to uncover main themes in these interviews. Whereas the majority of physicians stated they are obligated to treat any patient, physicians who treated Syrians exhibited stronger emotional expression and implicit empathy, while less referring to the presence of (...) the Israeli-Arab conflict. In contrast, physicians who treated enemy combatants or Palestinian civilians showed the exact opposite. Linking these results to the “Implicit Bias” theory, the role of empathy and the beneficence principle in medical ethics, we argue that: the unconscious decreased emotional involvement among the latter group of physicians is a deficiency that needs to be recognized; and this deficiency undermines the principle of beneficence, thereby possibly influencing the fulfillment of the commitment to treat patients. Acknowledging and addressing the potential emotional and ethical deficiencies entailed in encounters with the so-called enemy-patients are of importance to the global medical community, since such encounters are increasingly an integral part of the current political realities faced by both the developed and developing worlds. (shrink)

The gender order is subject to challenge and change, particularly when situations arise in which existing inequalities become apparent and therefore must be managed. This study examines one such situation by analyzing how conservative Christian women, who were married to gay men, negotiated feminine identities in marital situations that challenged the legitimacy of traditional gender ideologies and practices. To investigate how these women coped, in-depth interviews were conducted with 15 participants of Christian support groups for wives of homosexual men. Through (...) support group participation, these wives learned two key strategies, redefining homosexuality and submitting to God, to transform the meanings and emotional experiences associated with their marital situations. An analysis of the use and the consequences of these strategies shows how they empowered the wives to positively redefine their marriages and themselves while justifying the existing pattern of gender relations. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Experiences of the Live Organ Donor: Lessons Learned Pave the FutureDianne LaPointe RudowIntroductionThe experience of a live organ donor is multi–faceted and is as unique as each person who agrees to take a risk to save another. Factors include: type of organ donated (kidney vs. liver), relationship to the recipient (related—biological or non–biological vs. non–related), decision–making and motivation for donation, support systems available within and outside of the (...) transplant program, and outcomes of the donation for both recipient and donor. The variety of experiences is apparent in the narratives within this special issue. I want to thank the authors of each story for sharing their experiences of the live donation process. As difficult as it must have been to write, it was difficult for someone like me, a transplant professional who is a strong advocate for quality donor care, to hear. But with each success and failure of transplantation, we can learn in the hopes of improving things for the next.Despite the fact that the field of transplantation is over 50 years old and the first kidney donors were live donors, viewing the field of live donation as a subspecialty of transplantation is a new concept (LaPointe Rudow, 2011). Live donation is, in fact, as specialized as lung transplant, liver transplant, transplant infectious disease, and kidney transplant. All of those subspecialties have clinicians and researchers with expertise in the area. Live donation experts exist and teams of live donor professionals staff most transplant programs today. Additionally regulatory bodies, professional societies, and advocacy groups strive to improve the care of the live organ donor (Medicare Conditions of Participation, 2007; Organ Procurement and Transplant Network, 2011; National Kidney Foundation 2011). Many years have been spent perfecting the surgical procedure and refining the proper testing to ensure that donation is safe for the donor. Live donation is, however, more than a surgery; in recent years, transplant professionals acknowledge that the psychosocial impact of donation on donors, whether positive or negative, can be significant but it is not yet completely understood.Much debate has occurred as to the components of the psychosocial evaluation, length and type of follow up, and the role of the independent live donor advocate (Amsterdam Forum, 2005; Ommen et al. 2011; Pruett et. al. 2006; Schroder et. al. 2008; Simpson & Pomfret 2012). The ethical concepts of paternalism and autonomy are in tension as we attempt to justify live donation. Perhaps nowhere else is ethical deliberation more vigorous than in the debate regarding whether informed consent for live donation is attainable, driven largely by the plight of the patient and the consequent vulnerability of the donor in an effort to help the patient. These quandaries are illustrated in the compelling narratives of this special issue. [End Page 45]Narrative ThemesBased on an analysis of the narratives, I will present a series of dominant themes that emerged from the stories; these will be exemplified by illustrative quotations from the live donor’s narratives.Live Donation has Psychological Effects on the DonorThere are many psychological effects of live donation both pre–and post–donation. The narratives describe feelings such as “I felt like a hero,” “feelings of anxiety, anger and ambivalence,” “it’s the best thing I ever did,” “I would do it all over again,” “a sense of loss,” and feelings of “suicidal thoughts.” The dichotomy of feelings expressed demonstrates the uniqueness of the live donor experience. One donor has nothing but good things to report regarding his or her experience while another feels lasting ill emotional affects requiring ongoing counseling even though the recipient has done well.Pre–donation psychological issuesTraditionally, the psychosocial evaluation explores the pre–donation emotional and family stressors to ensure that there are no issues or underlying psychiatric disorders that will make donation high risk for psychological complications. All donors writing the narratives were found to be suitable donors. That being said, there is no standardized approach to the psychological evaluation. Organ Procurement and Transplant Network (OPTN)/United Network for Organ Sharing (UNOS) (Organ Procurement and Transplant Network, 2011) have policies and guidelines and the Centers for Medicare Conditions of Participation (COP) (Medicare Conditions of... (shrink)

The Puzzle of the Hats is a puzzle in social epistemology. It describes a situation in which a group of rational agents with common priors and common goals seems vulnerable to a Dutch book if they are exposed to different information and make decisions independently. Situations in which this happens involve violations of what might be called the Group-Reflection Principle. As it turns out, the Dutch book is flawed. It is based on the betting interpretation of the subjective (...) probabilities, but ignores the fact that this interpretation disregards strategic considerations that might influence betting behavior. A lesson to be learned concerns the interpretation of probabilities in terms of fair bets and, more generally, the role of strategic considerations in epistemic contexts. Another lesson concerns Group-Reflection, which in its unrestricted form is highly counter-intuitive. We consider how this principle of social epistemology should be re-formulated so as to make it tenable. (shrink)

This article deals with the issue of resignification to advance a hypothesis on the way in which social practices are transformed with recourse to the language of institutions. It first discusses the transition from gay liberation to same-sex marriage equality by exploring the trajectory of homosexuals’ rights claims. The article continues by providing a theoretical interpretation of what brought this shift about, that is, what the author calls a movement ‘from the street to the court’: in both civil law and (...) common law jurisdictions, legal means are increasingly being used by individuals and groups to make their claims audible to political institutions and to society at large. Then, an analysis is offered of the shape that social struggles take when socio-political claims are articulated with recourse to the legal language. The conclusion is that reliance on the law as a device to achieve political goals and construct same-sex group identity risks producing but a feeble resignification of the conventional heterosexual matrix. In light of that, a more effective way to defy this matrix is to create awareness of what is gained and what gets lost in becoming legally visible. (shrink)

This paper investigates how participants in cross-functional project groups use a formal work method in their sense making when dealing with the complexity of innovative work, especially in its inventive phase. The empirical basis of the paper is a prospective case study in which three project groups in three different companies are followed as they try to frame and solve their innovation tasks consisting in problems of a relatively general and vague character. The data are analyzed by means of a (...) modified version of the principles of grounded theory. This means that the lessons drawn from the empirical data are guided by a relational sense making perspective in which the formal method used by the participants is seen as a technological artifact. Among the lessons learned by using this frame of reference are that a formal method may be seen as an entity with a meaning depending on the relations it is embedded in; as an enacted cue for interpretation and action; and as a non-human actor. Compared to the tradition of organizational development, these lessons represent an alternative conception of the implementation of a work method and illuminate prevailing notions about the importance of improvisation in innovation. (shrink)

The present study examined how exposure to the performance of in-group and out-group members can both exacerbate and minimize the negative effects of stereotype threat. Female participants learned that they would be taking a math test that was either diagnostic or nondiagnostic of their math ability. Prior to taking the test, participants interacted with either an in-group peer (a female college student) or an out-group peer (a male college student) who had just taken the test (...) and learned that the student had either performed well or poorly on the test. Exposure to either an in-group or an out-group peer whose performance was consistent with the negative stereotype (a poor-performing female or a strong-performing male) exacerbated stereotype threat effects. In contrast, exposure to an in-group or an out-group peer whose performance challenged the negative stereotype (a strong-performing female or a poor-performing male) eliminated stereotype threat effects. These findings demonstrate that people can look to both in-group and out-group peers as sources of inspiration in the context of a negative stereotype. (shrink)

This paper reports an experiment that investigates interpretive distinctions between two different expressions of generalization in Spanish. In particular, our aim was to find out when the distinction between generic statements (GS) such as Tigers have stripes and universally quantified statements (UQS) such as All tigers have stripes was acquired in Spanish-speaking children of two different age groups (4/5-year-olds and 8/9-year-olds), and then compare these results with those of adults. The starting point of this research was the semantic distinction between (...) GS and UQS in that the former admit exceptions, unlike the latter. On the other hand, several authors have observed a Generic overgeneralization effect (GOG) consisting in allowing for UQS to be felicitous in the face of exceptions, thus proposing that this “error” stems from GS being defaults (simpler, more easily learned and processed). In the current paper we aimed to test the “Generics as Default” (GaD) hypothesis by comparing GS and UQS in three different age ranges. Our data show that, overall, the accuracy of GS is greater than the accuracy of UQS. Moreover, we also confirm a hypothesized interaction between age and NP type (GS vs UQS). Further, we present several data points that are not predicted by the GaD, including an observed decline in the accuracy of GS in the older group of children as well as in adults, and that children fail at rejecting statements that are not considered to be true generalizations. (shrink)

The novel pandemic called “Coronavirus Disease 2019”, as a global public health emergency and global threat, has affected many countries in unpredictable ways and impacted on physical activity behaviors to various extents. Specific populations including refugees, asylum seekers, and prisoners, are vulnerable groups with multiple complex health needs and worse health outcomes with respect to the general population worldwide and at high risk of death from the “Severe Acute Respiratory Syndrome-related Coronavirus type 2”. Governments around the world have been implementing (...) preventive healthcare policies, including physical and social distancing, isolation, and confinement, to mitigate against the burden imposed by the COVID-19 outbreak. This pandemic period is characterized by reduced or lack of movement. During this period of lockdown, PA can represent an immunotherapy and a preventative approach to avoid the harmful effects of inactivity due to the pandemic. Moreover, PA could be prescribed to improve the immune system of specific populations, which particularly experience the condition of being confined. The present narrative review discusses the potential impacts of COVID-19 pandemic on these specific populations’ health status and the importance of performing PA/exercise to reduce the deleterious effects of COVID-19 pandemic. In addition, we aim to provide useful recommendations on PA/exercise for these specific populations to maintain their level of independence, physical, and mental health as well as their wellbeing. (shrink)

As the debate about research on foetal tissue transplantation progressed, medical scientists learned more about the procedure and its potential for helping persons with degenerative brain disorders such as Parkinson's disease. Increased scientific knowledge significantly influenced the political process, yet it did not by any means resolve the debate. Rather, increased medical evidence served as a lens which focused discourse on particular issues related to foetal research, such as the details of obtaining informed consent, as well as technical matters (...) related to tissue transplantation, for example, that the creation of a tissue bank was unreasonable, and that foetuses of certain ages were required for the procedure. This increased focus changed the character of the debate on foetal tissue transplantation research, and convinced some law-makers that they should encourage financial support for the research despite their anti-abortion political views.The heart of the stalemate on transplantation research lay in rigid attachment to particular arguments, which in turn resulted in the disunity of the participants; this was compounded by the lack of persuasive scientific evidence that foetal tissue transplantation could significantly benefit those with Parkinson's disease. Privately supported clinical studies answered several important clinical questions while the ban on federal support remained in effect, however, and increased scientific knowledge was soon followed by an increasingly clear analysis of the relevant issues. By the time federal support for the research was permitted, the arguments of all of the interest groups had been altered by the findings of privately supported studies.As research continues under the auspices of a somewhat more permissive administration, these refined arguments and attitudes may continue to contribute to a stronger and more clearly defined public policy. (shrink)

Humans are learning agents that acquire social group representations from experience. Here, we discuss how to construct artificial agents capable of this feat. One approach, based on deep reinforcement learning, allows the necessary representations to self-organize. This minimizes the need for hand-engineering, improving robustness and scalability. It also enables “virtual neuroscience” research on the learned representations.

This paper considers an approach to teaching ethics in bioengineering based on the How People Learn (HPL) framework. Curricula based on this framework have been effective in mathematics and science instruction from the kindergarten to the college levels. This framework is well suited to teaching bioengineering ethics because it helps learners develop “adaptive expertise”. Adaptive expertise refers to the ability to use knowledge and experience in a domain to learn in unanticipated situations. It differs from routine expertise, which requires using (...) knowledge appropriately to solve routine problems. Adaptive expertise is an important educational objective for bioengineers because the regulations and knowledge base in the discipline are likely to change significantly over the course of their careers. This study compares the performance of undergraduate bioengineering students who learned about ethics for stem cell research using the HPL method of instruction to the performance of students who learned following a standard lecture sequence. Both groups learned the factual material equally well, but the HPL group was more prepared to act adaptively when presented with a novel situation. (shrink)

This study considers one of the cognitive mechanisms underlying the development of second language vocabulary in children: The differentiation and sharpening of lexical representations. We propose that sharpening is triggered by an implicit comparison of similar representations, a process we call contrasting. We investigate whether integrating contrasting in a learning method in which children contrast orthographically and semantically similar L2 words facilitates learning of those words by sharpening their new lexical representations. In our study, 48 Dutch-speaking children learned unfamiliar (...) orthographically and semantically similar English words in a multiple-choice learning task. One half of the group learned the similar words by contrasting them, while the other half did not contrast them. Their word knowledge was measured immediately after learning as well as 1 week later. Contrasting was found to facilitate learning by leading to more precise lexical representations. However, only highly skilled readers benefitted from contrasting. Our findings offer novel insights into the development of L2 lexical representations from fuzzy to more precise, and have potential implications for education. (shrink)

Experimental studies report positive effects of signing for language acquisition and communication in children with and without language development delays. However, little data are available on natural kindergarten settings. Therefore, our study used questionnaire data to investigate the sign learning in hearing children with and without language development delays in an inclusive kindergarten group with a co-enrolled deaf child and a deaf signing educator. We observed that the hearing children in this co-enrollment group learned more signs than (...) the hearing children from groups with only hearing educators who learned signs in a training program. Hearing children’s sign learning showed a tendency toward correlating positively with their level of spoken language development. However, the individual background for children with language development delays impacted this relationship. Additionally, we examined the modality use of all children in interactions with hearing and deaf educators and peers using questionnaire and video data. Despite acquiring signs, hearing children predominantly used spoken language with hearing educators and predominantly nonverbal communication strategies with the deaf educator and the deaf child. Children with language development delays used code-blending with hearing educators in a few cases. The deaf child used mainly sign language for interactions with the deaf educator and mainly nonverbal communication with hearing educators and peers. Overall, our results suggest that the presence of a deaf educator increases sign learning in hearing children. However, in interactions during free play, they barely used signs making it particularly challenging for the deaf child to participate. This reveals that, in addition to a deaf role model, more sign language competent peers and targeted approaches increasing the use of the visual modality are required. (shrink)

When is it morally permissible for performers to portray characters from marginalized groups of which they are not a member? Although this question is philosophically underexplored, it has been commanding increasing attention in the public sphere, especially with respect to straight performers portraying queer characters. While the demand for increasing self-representation from marginalized communities is laudable, we argue that demanding performers to disclose their social identity is, in general, morally counterproductive. We make our case by focusing on recent instances where (...) fans demanded that a performer disclose their sexual orientation, putting vulnerable performers in a harmful trilemma. In short, it will force many to either out themselves against their will, subject themselves to intense public backlash by taking the role without outing themselves, or forgo taking a role they want and at which they would excel. Instead, we propose that performers have a general (epistemic) obligation to learn about what their characters’ corresponding real-world experiences would plausibly be like, representing what they learned in their performances. We will argue that meeting this obligation typically entails learning about the values, broadly construed, of the community in question. If we are right, there is not even a general obligation that performers only take roles that correspond to their own social identity. Just as importantly, there is a strong moral reason not to demand that performers disclose aspects of their social identity in order to take on a role. (shrink)

Ninety-two Japanese elementary school sixth-graders (46 boys and 46 girls; 11–12 years old) learned the quota system as part of gender equality education. We used a group performance implicit association test (Mori, Uchida, and Imada, 2008) to evaluate the lesson's effect by assessing the children's image of “woman” before and after the class. The results showed that the image of “woman” among boys improved significantly from neutral to positive through the lesson. We also found that girls’ implicit image (...) of “woman” was statistically higher than that of boys before learning, and was raised considerably after the class. (shrink)

Philosophers increasingly engage in practical work with other disciplines and the world at large. This volume draws together the lessons learned from this work--including philosophers' contributions to scientific research projects, consultations on matters of policy, and expertise provided to government agencies and non-profits--on how to effectively practice philosophy. Its 22 case studies are organized into five sections: I Collaboration and Communication II Policymaking and the Public Sphere III Fieldwork in the Academy IV Fieldwork in the Professions V Changing Philosophical (...) Practice Together, these essays provide a practical, how-to guide for doing philosophy in the field--how to find problems that can benefit from philosophical contributions, effectively collaborate with other professionals and community members, make fieldwork a positive part of a philosophical career, and anticipate and negotiate the sorts of unanticipated problems that crop up in direct public engagement. Key features: Gives specific advice on how to integrate philosophy with outside groups. Offers examples from working with the public and private sectors, community organizations, and academic groups. Provides lessons learned, often summarized at the end of chapters, for how to practice philosophy in the field. (shrink)

Cultural differences between animal groups offer a means of tracing social relationships and cognition through time and across space. Where behaviours include tool use, we can observe the influence of available materials and role models on the development of tool-based activities. Here, we discuss the ways that we can study the social influence of tool-use behaviour in wild primates, focusing on two species that use durable stone tools: bearded capuchin monkeys and Western chimpanzees. We concentrate on durable tools, as these (...) provide an archaeologically recoverable record of activities. However, we also consider the influence of less durable tools when examining behavioural patterns in capuchins and chimpanzees. In order to study abstract concepts like culture and cognition, we identify socially learned behavioural diversity that is not influenced by environmental circumstances. This diversity, when compared among social units, allows us to detect cultural differences. Our bottom-up approach identifies some of the opportunities and challenges in studying social cognition through tool use in wild-ranging primates. (shrink)

Attitude is a learned tendency to react positively or negatively to certain objects, situations, institutions, concepts or other people. Researches indicate that attitude towards the course is an important factor in achieving the objectives of any course. In this context, it can be said that attitude towards Religious Culture and Ethical Knowledge (RCEK) courses is important in achieving the objectives of the course. Because both the student's attitude towards religion and his/her success in the course are largely related to (...) his/her attitude towards the course. One of the most commonly used approaches to measure attitudes is to develop a scale for the attitude in question. In this context, when the literature is examined, it is seen that there is a rich literature on various attitude scales related to the RCEK course. Although the developed scales have brought the existing situation to a certain level, there was a need to develop a new scale for the following reasons: The lack of confirmatory analysis of some of the scales, the focus on the factors affecting attitude rather than directly on attitude, the fact that the scales contain questions about the importance and necessity of the course (because although they consider the course important, they may have a negative attitude towards the course), the fact that it has been 5 years since the most recent scale was developed, and the need to develop a short and concise attitude scale that measures attitude. The aim of the study is to develop an attitude scale towards RCEK course that can be used both in middle and high schools and to analyze the attitude scale towards RCEK course according to various variables. For this purpose, survey design, one of the quantitative research designs, was used. The research was conducted in 5 steps. In the first step, the attitude scales based on the literature were examined and the items were written and then the written items were sent to the field experts. In the second step, item analysis was performed, in the third step exploratory factor analysis was performed, in the fourth step confirmatory factor analysis and reliability analyses were performed, and in the fifth and last step statistical analyses were performed to determine the relationship/differentiation of the attitude towards RCEK course with various variables. Except for the first step of the research, there are study groups in each step. While forming these study groups, stratified sampling was selected as the sampling model. Gender and grade level were taken as strata. There were 887 students in total in the study groups. In data analysis, unrelated samples t-test for paired groups, one-way analysis of variance ANOVA for more than two groups, and Pearson correlation analyses were performed to determine the relationships between continuous variables. After all these analyses, a valid and reliable scale of attitudes towards the RCEK course, consisting of 9 items and explaining 57.68% variance, was developed. It was found that the scale of attitudes towards the RCEK course differed significantly according to the participants' school types, perceived teacher attitude, desire to change the RCEK teacher, and parental education levels. In addition, it was found that the scale of attitudes towards the RCEK course did not differ significantly according to gender, and there were no significant relationships between them and academic achievement and socio-economic level. As a result of this study, which aimed to develop a scale for attitudes towards the RCEK course, an attitude scale that provided validity and reliability analyses was developed. The scale consists of 9 items, 4 of which are reversed. Reverse items are coded items 4, 6, 7 and 8. (shrink)

Altruism may be learned (behavioral evolution) in a way similar to that proposed in the target article for its biological evolution. Altruism (over social space) corresponds to self-control (over time). In both cases, one must learn to ignore the rewards to a particular (person or moment) and behave to maximize the rewards to a group (of people or moments).

We have learned by now not to see myth as simple entertainment or a babbling. Where the nineteenth-century eye could find only an out-of-date toy left behind by childish peoples or a cultural stage-set for leisured social circles, the human sciences have taught us to recognise an authentic expression of man: myth says with utmost seriousness something that is of essential importance. What is more, it is a way of living in the world, of orienting oneself in the midst (...) of things, of seeking an answer in the quest for the self. We owe this alteration of perspective to a whole group of scholars: Cassirer, Van der Leeuw, Unger, Preuss; we owe it in a quite special way to Maurice Leenhardt and to the original work which his recent death left uncompleted. (shrink)

Archaeologists have proposed that behavioral knowledge of a tool can be conceptualized as a “recipe”—a unit of cultural transmission that combines the preparation of raw materials, construction, and use of the tool, and contingency plans for repair and maintenance. This parallels theories in cognitive psychology that behavioral knowledge is hierarchically structured—sequences of actions are divided into higher level, partially independent subunits. Here we use an agent-based simulation model to explore the costs and benefits of hierarchical learning relative to holistic learning, (...) where entire behavioral sequences are learned in an all-or-nothing fashion, and diffusionist learning, where actions are completely independent. Hierarchical learning is favored under the reasonable assumptions that learning is associated with some degree of both error and cost, and that behavior can be grouped into subunits that repeat in one or more tool recipes. These general predictions can be tested in the archaeological and ethnographic record. Recent advances in evolutionary developmental biology have revealed a number of parallels between the hierarchically structured, recipe-like organization of behavioral knowledge that we examine here and the manner in which biological organisms develop. (shrink)

Modern selfhood presents itself as autonomous, overcoming emotion by following cognitive, moral and linguistic norms on the basis of clear, rational principles. It is difficult to imagine how such normative creatures could have evolved from their purely biological, non-normative, primate ancestors. I offer a just-so story to make it easier to imagine this transition. Early hominins learned to cooperate by developing group identities based on tribal norms. Group identity constituted proto-selves as normative creatures. Such group identity (...) was not based on autonomous selfhood – such an explanation would be anachronistic -- but on emotional patterning. By imitation, music, dance, ritual and other emotional practices, proto-selves learned how to bind themselves to the norms of their culture. Such conformity was a transitional evolutionary stage between primates and selves. Emotion and rationality are not incompatible: even contemporary selfhood remains rooted in emotional identity. (shrink)

It is unreasonable to assume that our pre-scientific emotion vocabulary embodies all and only those distinctions required for a scientific psychology of emotion. The psychoevolutionary approach to emotion yields an alternative classification of certain emotion phenomena. The new categories are based on a set of evolved adaptive responses, or affect-programs, which are found in all cultures. The triggering of these responses involves a modular system of stimulus appraisal, whose evoluations may conflict with those of higher-level cognitive processes. Whilst the structure (...) of the adaptive responses is innate, the contents of the system which triggers them are largely learnt. The circuits subserving the adaptive responses are probably located in the limbic system. This theory of emotion is directly applicable only to a small sub-domain of the traditional realm of emotion. It can be used, however, to explain the grouping of various other phenomena under the heading of emotion, and to explain various characteristic failings of the pre-scientific conception of emotion. (shrink)

I would like to thank the authors of the 26 contributions to this symposium on my article “The Singularity: A Philosophical Analysis”. I learned a great deal from the reading their commentaries. Some of the commentaries engaged my article in detail, while others developed ideas about the singularity in other directions. In this reply I will concentrate mainly on those in the first group, with occasional comments on those in the second. A singularity (or an intelligence explosion) is (...) a rapid increase in intelligence to superintelligence (intelligence of far greater than human levels), as each generation of intelligent systems creates more intelligent systems in turn. The target article argues that we should take the possibility of a singularity seriously, and argues that there will be superintelligent systems within centuries unless certain specific defeating conditions obtain. (shrink)

What is secularity? Might it yield or define a distinctive form of reasoning? If so, would that form of reasoning belong essentially to our modern age, or would it instead have a considerably older lineage? And what might be the relation of that form of reasoning, whatever its lineage, to the Christian thinking that is often said to oppose it? In the present volume, these and related questions are addressed by a distinguished group of scholars working primarily within the (...) Roman Catholic theological tradition and from the perspectives of Continental philosophy. As a whole, the volume constitutes a conversation among thinkers who agree in their concerns but not necessarily their conclusions. Taken individually, each essay concentrates on a range of historical developments with close attention to their intellectual and sometimes pedagogical implications. Secular reason, they argue, is neither the antipode of Christian thought nor a stable and well-resolved component of it. Christian thinking may engage with secular reason as the site of profound difficulties, but on occasion will also learn from it as a source of new insight. _Christianity and Secular Reason_ contributes to the contemporary discussion of secularity prompted especially by Charles Taylor’s book _A Secular Age_. Unlike Taylor's work, however, this collection concentrates specifically on secular _reason_ and explicitly on its relation to Christianity. In this sense, it is closer to Michael J. Buckley’s _At the Origins of Modern Atheism_ or, to a lesser degree, Louis Dupré’s _Passage to Modernity_, which concern themselves with broad cultural developments. "This volume offers a variety of perspectives, some historical, some normative/constructive, on the questions of the relations between politics/culture/religion and the relations between selfhood/humanity/world. The essays are, without exception, of high quality in both scholarly-exegetical terms, and constructive-normative ones. The writers are learned, sometimes witty, and often interesting." —_Paul Griffiths, Duke Divinity School _ "This is no other volume I know of that covers just this ground. There is a substantial literature on, for example, the Habermas/Ratzinger exhange, and on Kant's view of the relation between philosophy and religion, and on the twelfth century background for thirteenth century reflection on this relation. The merit of _Christianity and Secular Reason_ is that it holds these threads together, and others besides, in a new and fruitful way." —_John E. Hare, Yale University_. (shrink)

In this article we review the emerging literature on the self-transcendent emotions. We discuss how the self-transcendent emotions differ from other positive emotions and outline the defining features of this category. We then provide an analysis of three specific self-transcendent emotions—compassion, gratitude, and awe—detailing what has been learned about their expressive behavior, physiology, and likely evolutionary origins. We propose that these emotions emerged to help humans solve unique problems related to caretaking, cooperation, and group coordination in social interactions. (...) In our final section we offer predictions about the self-transcendent emotions that can guide future research. (shrink)

Background: Most undergraduate midwifery curricula comprise ethics courses to strengthen the moral competences of future midwives. By contrast, surprisingly little is known about the specific moral competences considered to be relevant for midwifery practice. Describing these competences not only depends on generic assumptions about the moral nature of midwifery practice but also reflects which issues practitioners themselves classify as moral. Objective: The goal of this study was to gain insight into the ethical issues midwives encounter in their daily work, the (...) key competences and resources they consider indispensable to understand and deal with them, and to assess phenomena linked to moral distress. Methods: We conducted individual semi-structured interviews with eight midwives and two other health professionals, varying in terms of years of experience and work setting. Interview transcripts were analyzed in an interdisciplinary research group, following thematic analysis. Ethical considerations: This study was not subject to approval according to the Swiss Law on Research with Humans. Participants were informed about the study goals and gave written informed consent prior to participation. Results: External constraints limiting the midwife’s and the patient’s autonomy and resulting interpersonal conflicts were found to be the most relevant ethical issues encountered in clinical practice and were most often associated with moral distress. These conflicts often arise in the context of medical interventions midwives consider as not appropriate and situations in which less experienced midwives in particular observe a lack of both interprofessional communication and trust in their professional competence. Ethical issues related to late abortions or prenatal diagnostics and selective abortions were also frequently addressed, but many midwives involved had learned to cope with them. Discussion: In the light of the ethical issues and factors contributing to phenomena of moral distress, an empirically grounded profile of moral competences is drafted. Curricular implications in the light of possible adaptations within undergraduate midwifery education are critically discussed. (shrink)

Every cell, tissue, organ and organism is competent to use signs to exchange information reaching common coordinations and organisations of both single cell and group behavior. These sign-mediated interactions we term biological communication. The regulatory system that works in development, morphology, cell fate and identity, physiology, genetic instructions, immunity, memory/learning, physical and mental disease depends on epigenetic marks. The communication of cells, persistent viruses and their defectives such as mobile genetic elements and RNA networks ensures both the transport of (...) regulatory instructions and the reprogramming of these instructions. But how are the different states of the epigenome orchestrated? The epigenetic pathways respond to various signaling cues such as DNA methylation, histone variants, histone modifications, chromatin structure, nucleosome remodeling, and epigenetic interactions. Epigenetic signals are responsible for the establishment, maintenance and reversal of transcriptional states that are fundamental for the cell's ability to memorize past events, such as changes in the external environment, socio-sphere or developmental cues. External signals trigger changes in the epigenome, allowing cells to respond dynamically. Internal signals direct activities that are necessary for body maintenance, and repairing damaged tissues and organs. With the emergence of epigenetic memory, organisms can fix historical and context dependent impressive experiences. Evolution from now on learnt to learn. Learning means organisms can avoid reproduction of always the same. This is key to adaptation. However, inheritance of acquired characteristics is only one of the many examples of the explanatory power of epigenetics. Behavioral epigenetics demonstrates the way in which environmental and social experiences produce individual differences in behaviour, cognition, personality, and mental health. This book assembles experts to outline the various motifs of all kinds of epigenetic regulation of cells throughout their lives. (shrink)