Treatments for students with problematic levels of music performance anxiety commonly rely on approaches in which students are referred to psychotherapists or other clinical professionals for individual care that falls outside of their music training experience. However, a more transdisciplinary approach in which MPA treatment is effectively integrated into students’ training in music/performing arts colleges by teachers who work in consultation with clinical psychologists may prove more beneficial, given the resistance students often experience toward psychotherapy. Training singing teachers, and perhaps (...) music teachers at large, to use an evidence-based coaching strategy like Acceptance and Commitment Coaching to directly manage students’ MPA is one such approach. Building on the work of a previous study in which ACC was administered by a singing teacher to a musical theatre student with problematic MPA, we piloted the effectiveness of a six-session, group ACC course for a sample of performing arts students with MPA related to vocal performances, using a mixed-methods design. The coach here was also a singing teacher without a clinical background, and her training in ACC by a clinical psychologist was of a similar duration as the previous teacher’s. Similar to the musical theatre student, the students reported being significantly less fused with their MPA-related cognitions, more accepting of their MPA-related physiological symptoms, and more psychologically flexible while performing in general, and these improvements were maintained after 3 months. Furthermore, they appeared to lower their shame over having MPA and change how they thought in relation to one another. Of note, these improvements were similar to those shown by seven vocal students with MPA after they received Acceptance and Commitment Therapy from a clinical psychologist, but with larger reductions in shame and better acceptance of MPA, which suggests a non-clinical, group ACC intervention that includes supportive discussions to normalize MPA and challenges attempts to control it may be more helpful than individual psychotherapy. These results are promising and indicate a brief training in ACC may be sufficient for singing teachers to provide significant benefit for students with problematic MPA. (shrink)

In this article, we report on eight grand challenges for value sensitive design, which were developed at a one-week workshop, Value Sensitive Design: Charting the Next Decade, Lorentz Center, Leiden, The Netherlands, November 14–18, 2016. A grand challenge is a substantial problem, opportunity, or question that motives sustained research and design activity. The eight grand challenges are: Accounting for Power, Evaluating Value Sensitive Design, Framing and Prioritizing Values, Professional and Industry Appropriation, Tech policy, Values and Human Emotions, Value Sensitive Design (...) and Intelligent Algorithms, and Value Tensions. Each grand challenge consists of a discussion of its importance and a set of tractable key questions. (shrink)

In this article, we introduce the Special Issue, Value Sensitive Design: Charting the Next Decade, which arose from a week-long workshop hosted by Lorentz Center, Leiden, The Netherlands, November 14–18, 2016. Forty-one researchers and designers, ranging in seniority from doctoral students to full professors, from Australia, Europe, and North America, and representing a wide range of academic fields participated in the workshop. The first article in the special issue puts forward eight grand challenges for value sensitive design to help guide (...) and shape the field. It is followed by 16 articles consisting of value sensitive design nuggets—short pieces of writing on a new idea, method, challenge, application, or other concept that engages some aspect of value sensitive design. The nuggets are grouped into three clusters: theory, method, and applications. Taken together the grand challenges and nuggets point the way forward for value sensitive design into the next decade and beyond. (shrink)

This study aims to describe social network and social participation and to assess associations with depressive symptoms in older persons with increased risk for dementia in Germany. We conducted a cross-sectional observational study in primary care patients (aged 60-77) as part of a multicenter cluster-randomized controlled trial (AgeWell.de). We present descriptive and multivariate analyses for social networks (Lubben Social Network Scale and subscales) and social participation (item list of social activities) and analyze associations of these variables with depressive symptoms (Geriatric (...) Depression Scale). Of 1030 included patients, 17.2% were at risk for social isolation (Lubben Social Network Scale < 12). Looking at the subscales, a reduced non-family network was found almost twice as often as a reduced family network. Patients with depressive symptoms had significantly smaller social networks than patients without depression (p < 0.001). They rather engaged in social activities of low involvement level or no weekly social activity at all (p < 0.001). The study shows associations of depressive symptoms with a decreased social network and less social participation in elderly participants. Sufficient non-family contacts and weekly social activities seem to play an important role in mental health and should be encouraged in elderly primary care patients. (shrink)

The notion of Socratic Note Taking is introduced to enhance students’ learning from assigned readings. SNT features students asking questions and answering their own questions while doing the readings. To test the effectiveness of SNT, half the students from two sections of a philosophy course were assigned SNT on alternating weeks. Quizzes each week alternated between the two classes as either high or low stakes in a counterbalanced format. The design was a 2 x 2 x 2 within-participants factorial. (...) On ten-point quizzes, SNT made an average difference of 1.22 points. Furthermore, the results indicate that SNT is particularly effective with weaker students, e.g., we found a nearly three-point increase on ten-point quizzes for the weakest students. (shrink)

There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science education. However, we still do not know many specific details regarding how students and teachers learn particular aspects of NOS and what are the most important feature traits of instruction. In this context, the main objective of this review is to analyze articles from nine main science education journals that consider the teaching of (...) NOS to K-12 students, pre-service, and in-service science teachers in search of patterns in teaching and learning NOS. After reviewing 52 studies in nine journals that included data regarding participants’ views of NOS before and after an intervention, the main findings were as follows: (1) some aspects of NOS (empirical basis, observation and inference, and creativity) are easier to learn than others (tentativeness, theory and law, and social and cultural embeddedness), and subjective aspects of NOS and “the scientific method” seemed to be difficult for participants to understand; (2) the interventions most frequently lasted 5 to 8 weeks for students, one semester for pre-service teachers, and 1 year for experienced teachers; and (3) most of the interventions incorporated both decontextualized and contextualized activities. Given the substantial diversity in the methods and intervention designs used and the variables studied, it was not possible to infer a pattern of more-effective NOS teaching strategies from the reviewed studies. Future investigation should focus on (a) disentangling whether a difference exists between the easy and difficult aspects of learning NOS and formulating a theoretical explanation for distinguishing the two types of aspects and (b) assessing the effectiveness of different kinds of courses (e.g., history of science, NOS or informal) and strategies (e.g., hands-on vs. drama activities; SSI vs. HOS). (shrink)

Examining the significance of Kant's account of "rational faith," this study argues that he profoundly revises his account of the human will and the moral philosophy of it in his later religious writings.

This edition of G. E. Moore's notes taken at Wittgenstein's seminal Cambridge lectures in the early 1930s provides, for the first time, an almost verbatim record of those classes. The presentation of the notes is both accessible and faithful to their original manuscripts, and a comprehensive introduction and synoptic table of contents provide the reader with essential contextual information and summaries of the topics in each lecture. The lectures form an excellent introduction to Wittgenstein's middle-period thought, covering a broad range (...) of philosophical topics, ranging from core questions in the philosophy of language, mind, logic, and mathematics, to illuminating discussions of subjects on which Wittgenstein says very little elsewhere, including ethics, religion, aesthetics, psychoanalysis, and anthropology. The volume also includes a 1932 essay by Moore critiquing Wittgenstein's conception of grammar, together with Wittgenstein's response. A companion website offers access to images of the entire set of source manuscripts. (shrink)

Semiotic objections to markets urge us not to place a good on the market because of the message that doing so would send. Brennan and Jaworski reject them on the grounds that either the contingent semiotics of a market can be changed or the weakness of semiotic reasons allows them to be ignored. The scope of their argument neglects the impure semiotic objections that claim that the message a market sends causes, constitutes, or involves a nonsemiotic wrong. These are the (...) most compelling class of semiotic objections and are the kind actually advanced in the literature. Rather than focusing on the necessity or contingency of a market's semiotics, we should instead attend to a semiotic objection's most important feature: its purity or impurity. (shrink)

Drawing on ten years of research on the unpublished Wittgenstein papers, Stern investigates what motivated Wittgenstein's philosophical writing and casts new light on the Tractatus and Philosophical Investigations. The book is an exposition of Wittgenstein's early conception of the nature of representation and how his later revision and criticism of that work led to a radically different way of looking at mind and language. It also explains how the unpublished manuscripts and typescripts were put together and why they often provide (...) better evidence of the development of his ideas than can be found in his published writing. In doing so, the book traces the development of a number of central themes in Wittgenstein's philosophy, including his conception of philosophical method, the picture theory of meaning, the limits of language, the application of language to experience, his treatment of private language, and what he called the "flow of life." Arguing that Wittgenstein's views are often much more simple (and more radical) than we have been led to believe, Wittgenstein on Mind and Language provides an overview of the development of Wittgenstein's philosophy and brings to light aspects of his philosophy that have been almost universally neglected. (shrink)

Identity, Morality, and Threat offers a critical examination of the social psychological processes that generate outgroup devaluation and ingroup glorification as the source of conflict. Daniel Rothbart and Karyna Korostelina bring together essays analyzing the causal relationship between escalating violence and opposing images of the Self and Other.

This book is based on papers presented at Wake Forest University, where three forums co-sponsored by the Center for Creative Leadership were held to address the ...

One of the great contributions of postmodern thinkers like Michel Foucault and Jacques Derrida to the human sciences generally, in which Education is situated, has been the concept of "discourse." To call a particular way of thinking and acting a discourse is to reference the way meaning is achieved amongst actors by a mutual agreement, direct or tacit, about key terms and actions. A discourse is a kind of self-enclosed semantic and practical universe within which people operate "as if" everyone (...) knew what everyone else is talking about. (shrink)

Human illusions and the Biblical call to hope.

This book updates and adds to the classic Social Movements of the Sixties and Seventies, showing how social movement theory has grown and changed.

Examines the ethical dilemmas created by contemporary biomedical advances, describing the techniques, applications, and ethical, legal, moral, and social ramifications of such developments as artificial insemination, cloning, prenatal screening, redesigne.

Guides for the Journey is an introduction to the lives and thoughts of three significant thinkers: John Macmurray, Bernard Lonergan, and James Fowler. The book shows how their work is helpful in interpreting our lives and the world in which we live. Written for the introductory student or reader, this book makes Macmurray, Lonergan, and Fowler's work more accessible and is the first book to actually compare the thought of the three. Throughout the book, quotations from their writings help the (...) reader to absorb and appreciate the texture and meaning of their work. Readers are not presumed to be familiar with philosophy or the meaning of technical terms used. An index and a glossary of names and key terms provide easy reference tools. Endnotes and a bibliography will stimulate further reading on the subject. Guides for the Journey is highly appropriate for university courses in religion as well as religious workshops and lectures. Contents: List of Tables; Preface; Acknowledgments; Introduction; Endnotes; John Macmurray ; Endnotes; Macmurray's Characterization of the Personal Life; Endnotes; Bernard Lonergan; Endnotes; Lonergan's Understanding of Understanding; Endnotes; James Fowler ; Endnotes; Fowler's Faith Development Theory; Endnotes; A Summing Up; Endnotes; Glossary; Bibliography; Index. (shrink)

Otto Weininger was one of the most controversial and widely read authors of fin-de-siècle Vienna. He was both condemned for his misogyny, self-hatred, anti-semitism and homophobia, as well as praised for his uncompromising and outspoken approach to gender and morality. For Wittgenstein Weininger was a 'remarkable genius'. He repeatedly recommended Weininger's Sex and Character to friends and students and included the author on a short list of figures who had influenced him. The purpose of this new collection of essays is (...) to explore the various ways in which Wittgenstein absorbed and responded to Weininger's ideas. Written by an international team of experts on Wittgenstein and Weininger, the volume is especially timely in the light of recent translations of Weininger's work and will appeal to anyone interested in the history of 20th century philosophy, and the literary and cultural history of fin-de-siècle Vienna. (shrink)

United States Taxes and Tax Policy supplements and complements the theoretical material on taxes found in public finance texts using a combination of institutional, theoretical and empirical information. By adding flesh to theoretical bones, this textbook provides insight into the behaviour of individuals in both the private and public sectors. Specifically, the economic effects of taxes and tax policy are stressed and, as a result, students will gain an appreciation and understanding of how tax policy actually affects the economy. For (...) example, where many texts typically stop with a rather pristine treatment of the income and substitution effects of a tax, this book goes further by examining econometric studies of the supply of labour, and the relationship of this work to taxes, the Laffer curve, and the role and magnitude of the underground economy. Using this approach, Professor Davies brings life to what can be a dull subject. (shrink)

This book attempts to provide an ethical foundation with which to address the question, 'Should we spread life beyond Earth?' It examines the material conditions of the solar system, the limits of consciousness, the limits of society, and the long term possibilities of sending human life out into the universe. The author delineates the ethical criteria of sentient life and considers justifications of space travel for the purpose of human expansion. Duemler gives special attention to the utilitarian explanation which concludes (...) that if life did [gnyad throughout the solar system, or even the galaxy, then this would serve to increase the amount of sentient life and, if life in the new world is a balanced positive, is therefore a positive event. Three main issues, drawing upon both science and philosophy, fall at the center of the discussion: supporting evidence not based on questionable dogma nor requiring huge intuitive leaps of faith; it must square with natural selection and have biological plausibility; and it must have inherent value, not requiring underlying conditions for a judgement to pass. (shrink)

This chapter contains section titled: Introduction: Baker on the Private Language Argument Strawson's and Malcolms Interpretations of the Beetle Story Pitcher's, Cook's, and Donagan's Interpretations of the Beetle Story Cohen's Repudiation of the Beetle Story Hacker's and Baker's Interpretations of the Beetle Story.

Wittgenstein's principal works, the Tractatus Logico‐Philosophicus and Philosophical Investigations, are each written in such strikingly unconventional ways that it takes considerable effort to translate them into conventional philosophical writing. The most important aspect of Wittgenstein's style for an understanding of his philosophy is his use of multiple voices, and the way he forces his reader to engage with those voices in order to understand him. This chapter provides an outline of the leading macro‐level answers to the question which of Wittgenstein's (...) writings set out his philosophy, and which set out views he rejected. Wittgenstein's method of composition, revision, and rearrangement, leads from the remarks written down in his wartime notebooks, to a manuscript containing several stages of construction of the Prototractatus, and from there to the polished typescript of the Tractatus. The chapter illustrates how to interpret Wittgenstein's remarks without taking a position on questions about texts and style, voice and authorship. (shrink)

In this article, we first offer a model of design knowledge types and their interrelationships in value sensitive design. Then we demonstrate that value sensitive design is a formative framework, which provides a shaping influence on practice, enables creative appropriation, and supports theory and method development.