ObjectiveTo investigate the short-term effect of music therapy combined with binaural frequency difference therapy on patients with consciousness disorder.Materials and methodsNinety patients with definite diagnosis of disorders of consciousness were selected. These patients were randomly divided into control group, experiment 1 group and experiment 2 group, with 30 patients in each group. The control group was treated with routine clinical treatment and rehabilitation. In experiment 1 group, music therapy was added to the control group. In experimental group 2, music therapy (...) combined with binaural α frequency difference therapy was added to the control group. All patients were assessed before and after 30 treatments. The assessment items included Glasgow Coma Scale, Coma Recovery Scale revised, electroencephalogram, upper somatosensory evoked potential, and brainstem auditory evoked potential.ResultsBefore treatment, there were no significant differences in GCS score, CRS-R score, USEP, BAEP, and EEG scores among the three groups. After 30 times of treatment, GCS score, CRS-R score, USEP, BAEP, and EEG scores in 3 groups were significantly higher than those before treatment. And the consciousness rate of experimental group 2 was better than experimental group 1, experimental group 1 was better than the control group and the difference was statistically significant.ConclusionMusic therapy combined with binaural α frequency difference therapy is more effective in stimulating DOC patients. (shrink)

A series of papers in Philosophy, Ethics and Humanities in Medicine (PEHM) have recently disputed whether non-heart beating organ donors are alive and whether non-heart beating organ donation (NHBD) contravenes the dead donor rule. Several authors who argue that NHBD involves harvesting organs from live patients appeal to.

The central aim of this article is to specify the ontological nature of constitutive mechanistic phenomena. After identifying three criteria of adequacy that any plausible approach to constitutive mechanistic phenomena must satisfy, we present four different suggestions, found in the mechanistic literature, of what mechanistic phenomena might be. We argue that none of these suggestions meets the criteria of adequacy. According to our analysis, constitutive mechanistic phenomena are best understood as what we will call ‘object-involving occurrents’. Furthermore, on the basis (...) of this notion, we will clarify what distinguishes constitutive mechanistic explanations from etiological ones. 1 Introduction 2 Criteria of Adequacy 2.1 Descriptive adequacy 2.2 Constitutive–etiological distinction 2.3 Constitution 3 The Ontological Nature of Constitutive Mechanistic Phenomena 3.1 Phenomena as input–output relations 3.2 Phenomena as end states 3.3 Phenomena as dispositions 3.4 Phenomena as behaviours 4 Phenomena as Object-Involving Occurrents 4.1 What object-involving occurrents are and why we need them 4.2 The object in the phenomenon 4.3 The adequacy of option 5 Conclusion. (shrink)

We argue for teleology as a description of the way in which we ordinarily understand others’ intentional actions. Teleology starts from the close resemblance between the reasoning involved in understanding others’ actions and one’s own practical reasoning involved in deciding what to do. We carve out teleology’s distinctive features more sharply by comparing it to its three main competitors: theory theory, simulation theory, and rationality theory. The plausibility of teleology as our way of understanding others is underlined by developmental data (...) in its favour. (shrink)

Researchers have consistently identified the disparity between teachers’ practical and legal knowledge regarding teachers’ right to discipline students. However, few studies have investigated teachers’ construction processes that form construction outcomes, which would help navigate the role of legislation in school discipline. This study contributes to a holistic picture of the neglected disciplinary rights that teachers construct in teaching practice and their underexplored attitude toward the law, using an interview-based constructionist method on twelve teachers of Lvliang city in a Chinese K-12 (...) context. The findings suggest that the participants prefer to acquire discipline knowledge by interacting with multiple power relations in their local environment and that their knowledge is historically and culturally specific. Although the disciplinary right they construct is never static, balanced, or essentialised, the participants’ constructions are commonly not in line with legal provisions or the aims of the law. Furthermore, school discipline legislation plays a silent role in empowering teachers to discipline students, but it is more visible in holding back teachers’ use of corporal punishment. These findings illustrate the complexity of implementing school disciplinary law as a universal national policy. (shrink)

The results of three experiments suggest that pre-existing mood increases the intensity of affectively congruent emotions while dampening the intensity of incongruent emotions independent of attributional knowledge. This result was obtained using a new method for inducing mood states unobtrusively and with minimal or no cognitive concomitants. The results of Experiment 1 revealed that for participants who were exposed to positive feedback a pre-existing positive mood led to stronger feelings of pride in comparison to negative mood. The results of Experiments (...) 2 and 3 suggest that pre-existing mood directly influences the experience of subsequently elicited emotions independent of what one knows about the causes of this feeling. When participants were required to differentiate between the funniness of a cartoon and their subjective humour response, mood influenced only the latter judgement (Experiment 2). In Experiment 3, reminding participants of the mood induction resulted in a contrast effect in judging the funniness of a cartoon. However, the pre-existing mood continued to exert an assimilation effect on the overt mirth response. In conclusion, these results suggest that the feeling and knowledge component are partly independent bases of emotional responses. (shrink)

Background The legitimacy of conscientious objection to abortion continues to fuel heated debate in Italy. In two recent decisions, the European Committee for Social Rights underlined that conscientious objection places safe, legal, and accessible care and services out of reach for most Italian women and that the measures that Italy has adopted to guarantee free access to abortion services are inadequate. Nevertheless, the Ministry of Health states that current Italian legislation, if appropriately applied, accommodates both the right to conscientious objection (...) and the right to voluntary abortion. Main body One empirical argument used to demonstrate that conscientious objection does not create barriers to abortion is the “no correlation” argument, which the Italian Committee for Bioethics employed to demonstrate that no association exists between conscientious objection and waiting times for voluntary abortion in Italy and to support the weak form of conventional comprise adopted by the Italian legislation to balance the conflict between women’ autonomy and healthcare professionals’ moral integrity. Conversely, we showed how the “no correlation” argument fails to demonstrate the absence of a relationship between the number of conscientious objectors and waiting times for voluntary abortion, and that the limitations of the “no correlation” argument itself demonstrate how it is still difficult to describe the real effect of conscientious objection on the access to abortion services and to evaluate the suitability of conventional compromise to effectively balance conflicting moral principles. Conclusion Further studies are needed to better describe the relationship between conscientious objection and waiting times for voluntary abortion. If new evidence would show that the increasing proportion of objectors does undermine the efficacy of the Italian law and the right of a woman to freely obtain a voluntary abortion, new ways will need to be found to address the conflict between moral principles and restrict the protection accorded to the principle of moral integrity. This would inevitably imply the need to constrain and to redefine the terms and conditions for claiming conscientious objection. (shrink)

This article focuses on performative articulations of critiques of psychiatry, with two forms of demonstration in particular: First, the Mad Pride Parades, which have been held in various German cities since 2013, and second actions by the “Blaue Karawane” in Bremen, a movement that emerged in the 1980s in the wake of the dissolution of a psychiatric clinic. Although they are situated in different temporal and local contexts, both rely on forms of street protest to question the demarcation between ‘normal’ (...) and ‘mad’ and to promote the equal recognition of mental alterity. A detailed examination of the forms of action highlights the importance of carnivalesque celebration, provocation and spectacle for both forms of psychiatric critique. We argue that these forms allow experiencing this critique and, at the same time, make drafts of a different—better—society tangible. To elaborate on these aspects, we draw on queer and gender theoretical considerations as well as on approaches from performance studies. Looking at Mad Pride parades and the Blaue Karawane in their respective contexts reveals similarities in the way in which critique of the exclusion of mental alterity is articulated, but also highlights differences in terms of affectedness, participation and argumentation. (shrink)

Two facets of diagnostic reasoning related to scientific thinking are recognizing the difference between confounded and unconfounded evidence and selecting appropriate interventions that could provide learners the evidence necessary to make an appropriate causal conclusion (i.e., the control-of-variables strategy). The present study investigates both these abilities in 3- to 6-year-old children (N= 57). We found both competence and developmental progress in the capacity to recognize that evidence is confounded. Similarly, children performed above chance in some tasks testing for the selection (...) of a controlled test of a hypothesis. However, these capacities were unrelated, suggesting that preschoolers’ nascent understanding of the control-of-variables strategy may not be driven by a metacognitive understanding that confounded evidence does not support a unique causal conclusion, and requires further investigation. (shrink)

Jin Yuelin (1895?1984), a Chinese logician and philosopher, is greatly influenced by Hume's and Russell's philosophies. How should we respond to Hume's problem of induction? This is an important clue to understand Jin's whole philosophical career. The first section of this paper gives a brief historical review of Russell and Jin. The second section outlines Hume's skeptical arguments against causality and induction. The third section expounds Russell's justification of induction by discussing his views on Hume's skepticism, causality, principle of induction, (...) and empirical postulates. The fourth section clarifies Jin's justification of induction by discussing his critique of Hume's epistemology and his arguments for the reliability of causality and the eternal truth and apriority of the principle of induction. The final section compares Jin's justification of induction with Russell's and concludes that there are similarities and differences between their projects and that both their attempts fail. This paper takes the similar responses to the problem of induction by Jin and Russell to demonstrate the communication that there has been between Chinese philosophers and the Western ones. (shrink)

After a brief review of the notions of necessity and a priority, this paper scrutinizes Kripke's arguments for supposedly contingent a priori propositions and necessary a posteriori propositions involving proper names, and reaches a negative conclusion, i.e. there are no such propositions, or at least the propositions Kripke gives as examples are not such propositions. All of us, including Kripke himself, still have to face the old question raised by Hume, i.e. how can we justify the necessity and universality of (...) general statements on the basis of sensory or empirical evidence? (shrink)

Jin Yuelin 金嶽霖 was a Chinese philosopher and logician. From 1914 to 1920 he studied at the University of Pennsylvania and Columbia University, and received his Ph.D. in political science from Columbia in 1920. From 1921 until 1925, he studied in Europe and visited Great Britain, Germany, France, and Italy, among other countries. During these years, he studied at the London School of Economics and Political Sciences and at the University of Cambridge. At the end of 1925, Jin returned to (...) China and soon became a professor at Tsinghua University, where he began teaching logic in 1926. In 1931–1932, Jin went to Harvard University as a visiting scholar to study logic with the logician Henri M. Sheffer... (shrink)

An argument evaluation inventory distinguishing between different levels of theory-evidence differentiation was designed corresponding to the levels of argument observed in argument generation tasks. Five scenarios containing everyday theories about a social problem, and arguments to support those theories were presented to 170 participants from two age groups (15 and 22 years) and different educational tracks. Participants had to rate the validity of arguments proposed by a story figure, to support the theory, to choose the best argument, and to justify (...) their choice. The rating task proved to be very difficult for all age groups, with only 49% of the university students consistently rating valid evidence-based arguments higher than flawed arguments. Competence improved with age and educational level. In the choice task more than 80% of the adults preferred an argument that reflected theory-evidence differentiation over mere theory elaboration or flawed reasoning. However, only adults with a university education were able to also explicitly justify their choice. Overall, these findings imply that laypersons have similar conceptual problems in differentiating theory from evidence as it has been reported for evidence generation tasks (Kuhn, 1991). Performance on the choice task suggests that some implicit awareness of differences between theory and evidence may precede a full, explicit understanding. Implications for education are discussed. (shrink)

This article systematically challenges Kripke's modal argument and Soames's defence of this argument by arguing that, just like descriptions, names can take narrow or wide scopes over modalities, and that there is a big difference between the wide scope reading and the narrow scope reading of a modal sentence with a name. Its final conclusions are that all of Kripke's and Soames's arguments are untenable due to some fallacies or mistakes; names are not “rigid designators”; if there were rigid designators, (...) description(s) could be rigidified to refer fixedly to objects; so names cannot be distinguished in this way from the corresponding descriptions. A descriptivist account of names is still correct; and there is no justification for Kripke's theory of rigid designation and its consequences. (shrink)

Ukraine's integration into European economic and cultural field, building a democratic state, the emergency of new social and economic relations require finding a new national idea. Today our society needs new demands on reforming of all Ukrainian state infrastructure. In the twenty-first century in Ukraine there are two trends of the state - the Ukrainian state on the basis of conservative the Cossack era traditions and state, which it combined with the Russian and Soviet traditions. Based on the analysis of (...) European national ideas, modern Ukrainian idea has to create a common spiritual space and to become a condition for solving the existing political, religious, language problems of cultural processes, to unite all classes, stratas and ethnic groups, which lives on the territory of Ukraine. Ukrainian idea has to be united idea that it should be taken by different political parties, ethnic groups, and representatives of various religious denominations as their own. However, the contradictions between the political forces will remain, but they will exist at the level of the idea implementation ways. Experience of Ukrainian philosophical and legal thought, including G. Skovoroda heritage, discovers a main trend of the modern state development - the gradual Ukrainians` perception of elaborated by progressive political and legal thought achievements and especially those universal values as democracy, law, human rights and freedoms, humane and equitable order. Formation of Ukrainian law state, should ensure the existence of law, protection and guarantee the fundamental rights and freedoms of human being and citizen. However, it should be taken into consideration that law state can not be built by limiting laws adoption. Besides democratic, progressive legislation it is necessary to provide a system of strict observance and fulfillment laws by all participants: state, state bodies, public organizations, officials and citizens. Also the important condition of global events law state creation together the improvement of legislation, is the improvement of legal practice, which, in turn, depends on the legal, professional culture of those who create and use the law. (shrink)

Moral judgment and behavior are uniquely resistant to psychological analysis because morality generally is defined in terms that do not admit of psychological predication. Principal among these is the idea of freedom. An agent can act morally only on the condition that it is also free to do otherwise. The respective theoretical premises of C. Sunstein and E. Brunswik are contrasted in order to suggest that Brunswikian theory constitutes a distinct and highly promising new approach to the psychology of moral (...) judgment. 2012 APA, all rights reserved). (shrink)

Wie soll sich der Mensch jenseits radikaler Vernunftkritik verstehen? Gernot Böhme gibt darauf die Antwort: in der Polarität von Ich und Selbst. Von Nietzsche und Freud bis hin zu Foucault ist das Konzept des autonomen Vernunftmenschen einer radikalen Kritik unterzogen worden. Wie soll sich der Mensch jenseits dieser Kritik selbst verstehen? In der Polarität von Ich und Selbst. Dabei ist das Ich die gesellschaftlich verlangte intellektuell konsistente und moralisch verantwortliche Person. Sie ist dem Einzelnen nicht gegeben, sondern muss ausgebildet werden. (...) Das Selbst ist jenes von Nietzsche genannte Große Selbst, der Leib, das Unbewusste. Es handelt sich allgemeiner um die Bestände, in denen der Einzelne sich in betroffener Selbstgegebenheit findet. Es gilt sich in Lebensformen einzuüben, in denen der Mensch als Person zugleich aus dem Selbst als der Quelle seiner Subjektivität lebt. (shrink)