After a discussion of the possible connections between quantum mechanics and consciousness, and an examination of the circumstances under which some properties of a macroscopic system may be described by a quantum mechanical wave function, we propose three types of experiments in which one may search for the possible existence of quantal interference in mental events.

Autobiographical memory and the self are closely linked. AM retrieval in depression is characterized by a lack of specificity, suggesting an impairment of episodic AM. Autonoetic consciousness and self-perspective, which are critical to episodic AM, have never been addressed in depression. Twenty-one depressed inpatients and 21 matched controls were given an episodic AM task designed to assess positive and negative memories regarding specificity, autonoetic consciousness , and self-perspective . For specificity, “remember”, and “field” responses, ANOVAs revealed a main group effect (...) and a group × valence interaction. Between groups, patients showed lower scores than controls for positive memories. Within groups, patients showed greater scores for negative memories, and controls showed greater scores for positive memories. There is a global episodic AM impairment of positive memories in depression regarding specificity, autonoetic consciousness, and self-perspective. Our results suggest new cognitive interventions to improve the self-relevance of positive memories in depression. (shrink)

Recently, Brukner and Zeilinger 3354) have claimed that the Shannon information is not well defined as a measure of information in quantum mechanics, adducing arguments that seek to show that it is inextricably tied to classical notions of measurement. It is shown here that these arguments do not succeed: the Shannon information does not have problematic ties to classical concepts. In a further argument, Brukner and Zeilinger compare the Shannon information unfavourably to their preferred information measure, I , with regard (...) to the definition of a notion of “total information content.” This argument is found unconvincing and the relationship between individual measures of information and notions of “total information content” investigated. We close by considering the prospects of Zeilinger's Foundational Principle as a foundational principle for quantum mechanics. (shrink)

The abstract description of a physical system is developed, along lines originally suggested by Birkhoff and von Neumann, in terms of the complete lattice of propositions associated with that system, and the distinction between classical and quantum systems is made precise. With the help of the notion of state, a propositional system is defined: it is remarked that every irreducible propositional system (of more than three dimensions) is isomorphic to the lattice of all closed subspaces of a Hilbert space constructed (...) on some division ring with involution. The propositional system consisting of a family of separable complex Hilbert spaces is treated as a particular case which is sufficiently general to include both classical and quantum mechanics. The theory of the Galilean particle without spin is given as an illustration. Finally, the basis for the statistical interpretation of wave mechanics is developed with the help of Gleason's theorem. In an appendix, a proof of essentially the first part of Gleason's theorem is given which is a little different (perhaps more geometric) from that originally given by Gleason. (shrink)

In his own writings, Rawls purposively used only a loose characterization of the basic structure, but two prominent misinterpretations highlight the current need for a more detailed account. First, G.A. Cohen argues that the Rawlsian focus on the basic structure is arbitrary due to the Rawlsian appeal to profound effects. Second, some theorists conflate the justification of coercion with the assessment of a basic structure by defining the basic structure as the coercive structure. Both misinterpretations can be corrected by carefully (...) specifying what social institutions are and explaining which social institutions come together to form the basic structure of society. (shrink)

A defining characteristic of Alzheimer’s disease is difficulty in retrieving semantic memories, or memories encoding facts and knowledge. While it has been suggested that this impairment is caused by a degradation of the semantic store, the precise ways in which the semantic store is degraded are not well understood. Using a longitudinal corpus of semantic fluency data, we derive semantic network representations of patients with Alzheimer’s disease and of healthy controls. We contrast our network-based approach with analyzing fluency data with (...) the standard method of counting the total number of items and perseverations in fluency data. We find that the networks of Alzheimer’s patients are more connected and that those connections are more randomly distributed than the connections in networks of healthy individuals. These results suggest that the semantic memory impairment of Alzheimer’s patients can be modeled through the inclusion of spurious associations between unrelated concepts in the semantic store. We also find that information from our network analysis of fluency data improves prediction of patient diagnosis compared to traditional measures of the semantic fluency task. (shrink)

The academic literature in research ethics has been marked in the past decade by a much broader focus on the need for the protection of developing communities subjected to international clinical trials. Because of the proximity of the revision of the Declaration of Helsinki, completed in October 2008, most papers have addressed the issue of a double standard of care following the use of placebo. However, other no less important issues, such as interactions between the lifestyles structures of low-income communities (...) and the efficiency of risk-minimising procedures also deserve attention. The purpose of this paper is to discuss forms of uncertainty involved in clinical trials in poor and low-income countries that are not addressed by conventional methods of risk assessment. Furthermore, the increase in size of risks that are identified by conventional assessment methods will be addressed. Besides, the difficulty in properly applying risk-minimising procedures will be discussed. Finally, this paper proposes the involvement of research ethics committees in the risk evaluation process and the establishment of national ethics evaluation systems. (shrink)

We re-express a previous general result in a way which seems easier to remember, using the terminology of infinite games. We show how this can be applied to construct recursive linear orderings, showing, for example, that if there is a ▵ 0 2β + 1 linear ordering of type τ, then there is a recursive ordering of type ω β · τ.

Introduction: conceptual analysis of teaching, by B. P. Komisar and T. W. Nelson.--A concept of teaching, by B. O. Smith.--The concept of teaching, by I. Sheffler.--A topology of the teaching concept, by T. F. Green.--Teaching: act and enterprise, by B. P. Komisar.--Must an education have an aim? By R. S. Peters.--Curriculum as a field of study, by D. Heubner.--Can and should means-ends reasoning be used in teaching? By C. J. B. Macmillan and J. E. McClellan.

Chalmers' (2018) meta-problem of consciousness emphasizes unexpected common ground between otherwise incompatible positions. We argue that the materialist should welcome discussion of the meta-problem. We suggest that the core of the metaproblem is the seeming arbitrariness of subjective experience. This has an unexpected resolution when one moves to an interventionist account of scientific explanation: the same interventions that resolve the hard problem should also resolve the meta-problem.

Yvonne C. Zimmerman offers a groundbreaking exploration of the relationship between freedom and sexual regulation in American approaches to human trafficking.

In the majority of academic institutions nursing and medical students receive a traditional education, the content of which tends to be specific to their future roles as health care professionals. In essence, each curriculum design is independent of each course. Over the last decade, however, interest has been accumulating in relation to interprofessional and multiprofessional learning at student level. With the view that learning together during their student training would not only encourage and strengthen future collaboration in practice settings but (...) also enhance patient care, the University of Dundee decided to run a pilot study to explore shared teaching in ethics between medical and nursing students. This article presents a report on the reasons for selecting health care ethics as a precursor for shared teaching, the educational tool used for the sessions, and the results of student and facilitator evaluation of the short course. Overall, despite problems such as poor attendance by some students, and facilitation and timetable difficulties, most of the feedback from students and facilitators has been positive. In essence the ‘idea’ has gone from strength to strength and there are now three levels of shared teaching in ethics between nursing and medical students, with plans to include further sessions with students from other disciplines. Within the text, ‘health care ethics’ will be referred to as ‘ethics’; nursing students/nurses encompasses midwifery students/midwives. (shrink)

Professor Austin explores four main areas in this paper. First of all he outlines the physical development of sex differentiation in the embryo. He develops this by describing the clinical manifestations of abnormality which can appear at that stage. Professor Austin points out that there are relatively few people with abnormalities and that those who do show homosexual tendencies are not noticeably different from the norm in terms of their sexual equipment and hormone levels. It is much more likely that (...) their psychological and social development has a greater influence in differentiating them sexually. The last section of the paper is a synopsis of society's reactions to homosexuality or bisexuality which term in Professor Austin's opinion is more accurate and descriptive of the condition. (shrink)