Christchurch, New Zealand experienced devastating earthquakes on September 4, 2010, and February 22, 2011, resulting in extensive infrastructural damage and leaving lasting psychological scars of fear, depression, shock, and anger among the local population. Even after thirteen years, the aftermath of these earthquakes continues to deeply affect these individuals, as they grapple with enduring emotional challenges. Social media, particularly X (formerly Twitter), has emerged as a prominent platform for individuals to express their emotions, and during earthquake occurrences, people turn to (...) Twitter to share their feelings in real-time. This study focuses on examining the emotional patterns exhibited in “earthquake tweets” posted by individuals affected by the Christchurch earthquakes between 2010 and 2019. We utilise machine learning techniques to classify these tweets into six classes of emotions of anger, fear, grateful, humour, sympathy and worry. The analysis shows a progressive increase in the percentage of tweets expressing fear and worry over the years. This finding indicates that the community continues to experience a heightened sense of fear and worry whenever earthquakes occur. (shrink)

This paper reports on the long-term effectiveness of a non-formal co-curricular educational program based on a campus ecogarden at a Hong Kong university in developing pro-sustainability awareness, attitudes and behavior among undergraduate students. This service-based, nature-based experiential learning program, termed the Ecogarden Farmer and Biodiversity Surveyor, has been running at the university since 2015. The program is divided into two consecutive phases: a training phase comprising various learning activities and a successive internship phase consisting of the all-round practical tasks involved (...) in managing the garden. A retrospective evaluation of the program using phenomenographic approach and content analysis was adopted to reveal the diversity of students’ learning experience, as the indicators of the success of the program. Of 112 participants from 4 cohorts, 32 completed online questionnaires, and semi-structured interviews were successfully conducted with twelve participants, three from each of the four cohorts. The results indicated that the program’s outcomes could be categorized into five themes. Most outcomes fit into the theme ‘an increase in knowledge and skill level,’ followed by ‘rise in environmental awareness,’‘facilitation of personal growth,’ and ‘enhancement of career development.’ Many structural experiences revealed may suggest the success of the program. The longer the participants had participated in the program, the more in-depth and diversified reflection of the senior participants relating to personal development were mentioned. This study provides critical insights into the validity of retrospective program evaluation for assessing the long-term impact of EfS programs by introducing a cross-sectional study of different cohorts as a serial time-point sampling strategy. (shrink)

Recent scholarship (Goodwin & Darley, 2008) on the meta-ethical debate between objectivism and relativism has found people to be mixed: they are objectivists about some issues, but relativists about others. The studies discussed here sought to explore this further. Study 1 explored whether giving people the ability to identify moral issues for themselves would reveal them to be more globally objectivist. Study 2 explored people's meta-ethical commitments more deeply, asking them to provide verbal explanations for their judgments. This revealed that (...) while people think they are relativists, this may not always be the case. The explanations people gave were sometimes rated by outside (blind) coders as being objective, even when given a relativist response. Nonetheless, people remained meta-ethical pluralists. Why this might be is discussed. (shrink)

BackgroundArtificial intelligence has been described as the “fourth industrial revolution” with transformative and global implications, including in healthcare, public health, and global health. AI approaches hold promise for improving health systems worldwide, as well as individual and population health outcomes. While AI may have potential for advancing health equity within and between countries, we must consider the ethical implications of its deployment in order to mitigate its potential harms, particularly for the most vulnerable. This scoping review addresses the following question: (...) What ethical issues have been identified in relation to AI in the field of health, including from a global health perspective?MethodsEight electronic databases were searched for peer reviewed and grey literature published before April 2018 using the concepts of health, ethics, and AI, and their related terms. Records were independently screened by two reviewers and were included if they reported on AI in relation to health and ethics and were written in the English language. Data was charted on a piloted data charting form, and a descriptive and thematic analysis was performed.ResultsUpon reviewing 12,722 articles, 103 met the predetermined inclusion criteria. The literature was primarily focused on the ethics of AI in health care, particularly on carer robots, diagnostics, and precision medicine, but was largely silent on ethics of AI in public and population health. The literature highlighted a number of common ethical concerns related to privacy, trust, accountability and responsibility, and bias. Largely missing from the literature was the ethics of AI in global health, particularly in the context of low- and middle-income countries.ConclusionsThe ethical issues surrounding AI in the field of health are both vast and complex. While AI holds the potential to improve health and health systems, our analysis suggests that its introduction should be approached with cautious optimism. The dearth of literature on the ethics of AI within LMICs, as well as in public health, also points to a critical need for further research into the ethical implications of AI within both global and public health, to ensure that its development and implementation is ethical for everyone, everywhere. (shrink)

Book synopsis: The book illustrates the concept of action in three different contexts - the justification of actions, people's life history, and pragmatism. The special feature of this book is that a comprehensive view of this kind marks a departure from the atomistic approach of action theory, which in itself raises a number of questions. If actions are not justified by mental states, how can persons then act for reasons? How can persons' actions over time be described, and what is (...) the connection with the question of personal identity? If there is to be a unified understanding of the person, does the practical have to take precedence over the theoretical, and what does this mean for epistemology, for example? The ten contributors to this volume engage in an instructive manner with these and similar questions in the three sections of the book. (shrink)

There is reason for genuine puzzlement about Hume's aim in ‘The Natural History of Religion’. Some commentators take the work to be merely a causal investigation into the psychological processes and environmental conditions that are likely to give rise to the first religions, an investigation that has no significant or straightforward implications for the rationality or justification of religious belief. Others take the work to constitute an attack on the rationality and justification of religious belief in general. In contrast to (...) these views, I argue that Hume aims to establish two important claims in ‘The Natural History of Religion’. First, almost all popular religions, including popular monotheism, are deeply superstitious. Second, superstitious monotheism is incompatible with the variety of theism supported by the argument from design. This incompatibility puts significant pressure on the rational acceptability of popular religions. (shrink)

First published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.

This article aims to evaluate the purported empirical character of computer-assisted proof, as suggested by Thomas Tymoczko and others. Tymoczko famously argued that the proof of the Four-Color Theorem introduced a new, empirical method of proof, forcing us to modify the traditional conception of mathematical argument as a priori reasoning. Detlefsen and Luker contended that Tymoczko’s suggestion entailed that typically mathematical proofs were empirical. My chief interest is to raise some objections to a line of thought common to both of (...) these arguments, with a view to outlining an account of the a priori which allows thepossibility of a priori knowledge obtained by appeal to computers or through testimony. Drawing on some recent discussions by Tyler Burge, this account gives a broad construal of the non-justificatory, ‘enabling’ role that experience is held to play in knowledge and cognition, allowing us to argue that the purported empirical character of the appeal to computers pertains only to the role experience plays in enabling our access to the a priori warrant provided by computer proof. (shrink)

It is widely accepted that political discourse in recent years has become more openly racist and more filled with wildly implausible conspiracy theories. Dogwhistles and Figleaves explores certain ways in which such changes—both of which defied previously settled norms of political speech—have been brought about. Jennifer Saul shows that two linguistic devices, dogwhistles and figleaves, have played a crucial role. Some dogwhistles (such as “88,” used by Nazis online to mean “Heil Hitler”) serve to disguise messages that would otherwise (...) be rejected as unacceptable, allowing them to be transmitted surreptitiously. Other dogwhistles (like the 1988 “Willie Horton” ad) work by influencing people in ways that they are not aware of, and which they would likely reject were they aware. Figleaves (such as “just asking questions”) take messages that could easily be recognized as unacceptable, and provide just enough cover that people become more willing to accept them. Importantly, these work against the background of a divided public. They are particularly effective in influencing people who are conflicted yet malleable—those who don’t want to be racist, for example, but are willing to be convinced that something which seems racist really isn’t. Saul shows how these dogwhistles and figleaves have both exploited and widened existing divisions in society, and normalized racist and conspiracist speech. (shrink)

Three distinct but related questions can be asked about the meaningfulness of one's life. The first is 'What is the meaning of life?', which can be called 'the cosmic question about meaningfulness'; the second is 'What is a meaningful life?', which can be called 'the general question about meaningfulness'; and the third is 'What is the meaning of my life?', which can be called 'the personal question about meaningfulness'. I argue that in order to deal with all three questions we (...) should start with the personal question. There is a way of understanding the personal question which allows us to answer it independently of any consideration of the cosmic question, but which nonetheless helps us see why the cosmic question should be dismissed as a bad question. Besides, a recommendable answer to the general question can be derived from my understanding of how the personal question should be answered. Two notions are essential to my account, namely, the notion of identities and the notion of a biographical life. And the account can be epitomized in this enticing way: a person's life is meaningful if it contains material for an autobiography that she thinks is worth writing and others think is worth reading. (shrink)

Like more than two hundred thousand other Americans, George Floyd howled horribly for air before his death. But his breathlessness was not born from a virus. He was murdered with the burden of anti...

True to his longstanding bias against grand unifying theories, Hacking chooses to pursue these questions by focusing on a specific case of memory-thinking: the history of multiple personality. His excavation of the contemporary terrain leads him, however, to the surprisingly grand conclusion that the various sciences of memory—including neurological studies of localization, experimental studies of recall, and studies in the psychodynamics of memory—all emerged in connection with attempts to “scientize the soul,” as a result of which spiritual battles have been (...) recast as scientific controversies “where we suppose there is such a thing as knowledge to be had”. (shrink)

Around the world, many schools were closed as one of the measures to contain the spread of the COVID-19 pandemic. School closure brought about important challenges to the students' learning process. This context requires strong self-regulatory competences and agency for autonomous learning. Moreover, online remote learning was the main alternative response to classroom learning, which increased the inequalities between students with and without access to technological resources or for those with low digital literacy. All considered, to level the playing field (...) for students without digital resources, there is an urgent need to promote self-regulatory competences through offline intervention solutions. The current paper describes a project with this purpose, using radio broadcasting and letters to reach elementary students without digital resources. Moreover, potential reach and participants' perspectives of the project implementation are presented and discussed. The project draws on a prior evidence-based story-tool intervention grounded on a self-regulated learning framework. The original intervention was set previous to the COVID-19 pandemic and was implemented in the classroom context (N= 1,103 students). Once the schools had been closed down, the mode of intervention was adapted with the collaboration of the community. Alternative solutions were developed as follows: (i) story chapters were read on the radio and students received to their homes a printed script, prompting reflection, and suggesting related activities; (ii) students were provided with the story-tool to read autonomously and received letters from the main characters of the story which included, for example, suggestions for activities and reflection. These two alternative modes of intervention delivery potentially reached 394 elementary students, including students with digital resources. Interviews conducted with a group of students were provided information about the positive aspects of these two modes of intervention delivery, perceived learning (e.g., planning), constraints, and suggestions to improve the project. The current work is likely to merit attention from researchers and educational practitioners, given the need to use offline alternatives to provide support for students without digital resources to engage in autonomous learning during the pandemic period. This project may also be used as an alternative or a complementary solution to online modality. (shrink)

This paper aims to clarify and reformulate the conceptual relationship between emotions and moods in light of recent researches in philosophy and cognitive psychology. I argue that the mechanism of mood may produces cognitive biases that affect the appraisals involved in emotions, whereas the mechanism of emotion may produce physiological and behavioral responses that affect the energy level being monitored by mood. These two distinct mechanisms can affect each other repeatedly and continuously, which form the mood-emotion loop. I argue that (...) this model may help explain the interaction between emotions and mood, and may shed light on the understanding of the regulation of emotion and mood disorders. (shrink)

The New Edith Wharton Studies uncovers new evidence and presents new ideas that invite us to reconsider our understanding of one of America's most highly acclaimed, versatile, and prolific writers. The volume addresses themes that have previously been missed or underdeveloped, and examines areas where previous scholarship does not take account of key, contemporary issues: Wharton and ecocriticism, Wharton and queer studies, Wharton and animal studies, Wharton and whiteness, and Wharton and contemporary psychology. Essays explore Wharton's treatment of the poor (...) in her emerging career, the ways in which French thinkers helped her envision community, the importance of Greece to Wharton, her transnationalism, the ongoing revelations of the author's archives, and new perspectives on her agency in the literary marketplace. It addresses key themes and examines contemporary issues, while reassessing Edith Wharton's life and career. (shrink)

This paper takes up the question of whether we can visually represent something as having semantic value. Something has semantic value if it represents some property, thing or concept. An argument is offered that we can represent semantic value based on a variety of number-color synesthesia. This argument is shown to withstand several objections that can be lodged against the popular arguments from phenomenal contrast and from the mundane example of reading.

서문 제1장 언어적 공간 인식 비교 분석 1.서론 2.공간 인식을 통해 본 한국어와 영어의 차이점 3.두 언어의 차이점에 대한 영어 작문 분석 4.마무리 제2장 총칭성의 비교 분석 1.서론 2.명사구에서의 총칭성 3.동사의 내재적 분류와 총칭성과의 상관성 4.동사 시제-상의 반영으로서의 총칭성 5.총칭성의 해석 원리 6.마무리 제3장 수동구문과 어휘부에서의 행위성 비교 분석 1.서론 2.수동 구문 유형의 차이와 행위성 3.동사 어휘의 행위성과 유생성의 실현 4.마무리 제4장 지각동사 의미론 비교 분석 1.서론 2.지각 동사 보어 유형과 의미의 상호 작용 3.시각 동사의 다의성 양상 4.청각 동사와 활성역의 (...) 상호 작용 5.마무리 제5장 술어적 소유 구문 비교 분석 1.서론 2.국부주의와 소유의 원천 도식 3.술어적 소유구문 도식 비교 4.도식 선택 원리 및 번역 텍스트 분석 5.마무리 제6장 Tough 구문의 기능에 관한 비교 분석 1.서론 2.'tough'구문과 정보포장이론 3.'tough'구문의 총칭성 4.마무리 제7장 보문소 의미론 비교 분석 1.비교 2.'언술적/사실적'해석 구분과 보문소 3.IRH와 보문소 교체 4.의미 요소와 보문소 교체 5.마무리 제8장 유동 양화사 구문 비교 분석 1.서론 2.위치 제약과 초점 정보성 3.유동 양화사의 중의성 양상 4.마무리 제9장 사역구문의 함축성 비교 분석 1.서론 2.사역의 정의 및 분류 3.도상성과 사역성의 관련성 4.Cause의 함축성 위계와 ᅵ연속성 5.영어와 한국어의 우언적 사역 6.마무리 제10장 부사의 위치와 위치 유표성에 대한 비교 분석 1.서론 2.영어와 한국어의 부사 위치 및 거울상 효과 3.부사 어순의 유표성 논의 4.마무리 참고문헌. (shrink)