This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action —designed to increase ethical reasoning skills in a variety of (...) situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life. (shrink)

When seeing a jaguar, we can see all the spots on its mantle without seeing a determinate number, N, of spots on the mantle. How is this visual phenomenon possible? Philosophers have tried to provide a reliable answer to this question, by recruiting evidence from vision science about the way attention works. Here we push this idea forward, by suggesting that an alternative and less complex solution, with respect to the one proposed in the literature, is possible. In particular, we (...) argue that the puzzling visual phenomenon of 'seeing entities without seeing N-entities' strictly depends on the specific number of entities we are simultaneously attending to: a problematic scenario concerning this visual process arises only when the number of entities in the visual field exceeds a specific quantity. This depends, as we argue, on the fact that the nature of our visual content is modulated, in this perceptual scenario, by the limited way we can exercise visual attention on the properties of the objects of our perception. Differently from other accounts, our proposal allows us to properly define when and why such a problem arises, and explains why such a situation has traditionally been found to be so puzzling. Our idea is also well motivated by experimental results that so far have not been taken into account in the debate. (shrink)

This book offers the first comprehensive introduction to wave scattering in nonstationary materials. G. F. Roach's aim is to provide an accessible, self-contained resource for newcomers to this important field of research that has applications across a broad range of areas, including radar, sonar, diagnostics in engineering and manufacturing, geophysical prospecting, and ultrasonic medicine such as sonograms. New methods in recent years have been developed to assess the structure and properties of materials and surfaces. When light, sound, or some other (...) wave energy is directed at the material in question, "imperfections" in the resulting echo can reveal a tremendous amount of valuable diagnostic information. The mathematics behind such analysis is sophisticated and complex. However, while problems involving stationary materials are quite well understood, there is still much to learn about those in which the material is moving or changes over time. These so-called non-autonomous problems are the subject of this fascinating book. Roach develops practical strategies, techniques, and solutions for mathematicians and applied scientists working in or seeking entry into the field of modern scattering theory and its applications. Wave Scattering by Time-Dependent Perturbations is destined to become a classic in this rapidly evolving area of inquiry. (shrink)