In October 2019, the Belgian government announced the opening of an asylum center in a former retirement home, leading to civic and political protest that escalated into arson. We examine the construction of the events before, on, and after the arson by analyzing 135 articles from Flemish newspapers, the public broadcaster’s news website, and alternative media between October 25 and November 30, 2019 using qualitative content analysis. Our analysis emphasizes journalists’ role as gatekeepers, deciding which actors get access and legitimation (...) in media coverage. Focus is on the dynamic process of how events become discursively constructed through the interventions of journalists and their sources attempting to gain primary definer status. Our analysis confirms that institutional sources remain more likely to achieve primary definer status in legacy news media. Alternative media perform similar discursive interventions as legacy news media but utilize them to provide access and legitimacy to different actors and standpoints. In the first days of news coverage, in particular, the narratives developed in right-leaning alternative media seemed to spread in legacy news media. In the following days, governmental actors and experts, through their interventions in legacy news media, were able to steer the discourse in a different direction. (shrink)

In this wide-ranging interview Priscilla Alderson discusses how she came to research parental and childhood consent and became a sociologist and how, late in her career, she became convenor of the critical realism group started by Roy Bhaskar at the Institute for Education in London. She discusses aspects of her seminal research over the years on multiple subjects, such as the rights of children, and reflects on what critical realism has added to her social research.

With the increase in the costs of providing education and concerns about financial responsibility, heightened consideration of accountability and results, elevated awareness of the range of teacher skills and student learning styles and needs, more focus is being placed on the promises offered by online software and educational technology. One of the most heavily marketed, exciting and controversial applications of edtech involves the varied educational programs to which different students are exposed based on how big data applications have evaluated their (...) likely learning profiles. Characterized most often as ‘personalized learning,’ these programs raise a number of ethical concerns especially when used at the K-12 level. This paper analyzes the range of these ethical concerns arguing that characterizing them under the general rubric of ‘privacy’ oversimplifies the concerns and makes it too easy for advocates to dismiss or minimize them. Six distinct ethical concerns are identified: information privacy; anonymity; surveillance; autonomy; non-discrimination; and ownership of information. Particular attention is paid to whether personalized learning programs raise concerns similar to those raised about educational tracking in the 1950s. The paper closes with discussion of three themes that are important to consider in ethical and policy discussions. (shrink)

This Article doDespite obvious differences in the Aristotelian and Stoic theories of responsibility, there is surprisingly a deeper structural similarity between the two. The most obvious difference is that Aristotle is (apparently) a libertarian and the Stoics are determinists. Aristotle holds adults responsible for all our "voluntary" actions, which are defined by two criteria: the "origin" or cause of the action must be "in us" and we must be aware of what we are doing. An "involuntary" action, for which we (...) are not responsible, is one that fails to meet either one of these two criteria. Aristotle is a libertarian insofar as he insists that all voluntary actions are "in our power" to perform or not. As determinists the Stoics cannot admit this sort of freedom, but they still consider the agent to be a vital link in the chain of events, so they redefine what is "in our power" as what comes about "through us." The terminology is different, but I argue that these actions, for which the Stoics hold us responsible, are in fact coextensive with Aristotle's voluntary actions. An "impression" is the first necessary condition for action, and is a sort of visual image of the object stimulating one to act. The right sort of impression activates the agent's "impulse," an internal movement of soul or mind, which is the direct cause of action. But impulse is always accompanied by "assent," which is the mind's affirming the truth of the proposition that we ought to go after the object stimulating our impulse. Thus, since assent is a necessary condition for action, we always act knowing what we are doing. This means that all actions caused by our own impulse and assent are by Aristotle's criteria voluntary, where impulse provides the internal origin of the action and assent provides the awareness of what is being done. I conclude that the Stoic and Aristotelian classes of what one is responsible for are coextensive, their criteria defining responsible actions are nearly identical, and the only substantial difference is that Aristotle claims such actions are in our power to do or not do while the Stoics say that such actions are necessitated (by our internal nature as well as external factors). es not have an abstract. (shrink)

The Archaeology of Cyprus: From Earliest Prehistory through the Bronze Age. By A. Bernard Knapp. Cambridge World Archaeology. Cambridge: Cambridge University Press, 2013. Pp. xx + 640. $38.99.

The forensic speechs are excellent source for the knowledge of Athenian law. The laws were used in the speeches to make them more persuasive. The Demosthenes’s speech Against Meidias is an example of the persuasive use of the law. The orator uses the laws to guarantee a legal base for the process and to characterize he and his enemy as good and bad citizens, respectively. The text will analyse the different uses of law made by Demosthenes in the referred speech.

In _Encounters with Melanie Klein: Selected Papers of Elizabeth Spillius_ the author argues that her two professions, anthropology and psychoanalysis, have much in common, and explains how her background in anthropology led her on to a profound involvement in psychoanalysis and her establishment as a leading figure amongst Kleinian analysts. Spillius describes what she regards as the important features of Kleinian thought and discusses the research she has carried out in Melanie Klein's unpublished archive, including Klein's views on projective identification. (...) Spillius's own clinical ideas make up the last part of the book with papers on envy, phantasy, technique, the negative therapeutic reaction and otherness. Her writing has a clarity which is very particular to her; she conveys complicated ideas in a most straightforward manner, well illustrated with pertinent clinical material. This book represents fifty years of the developing thought and scholarship of a talented and dedicated psychoanalyst. (shrink)

O presente texto é uma reflexão para a atuação de professores em salas de aula do ensino básico a partir de uma compreensão alargada da expressão interesse do aluno. Como docentes orientadoras do Programa Residência Pedagógica (2018-2019), pudemos observar que uma das mais frequentes preocupações dos professores e dos nossos alunos residentes ao longo da sua atuação na escola é aproximar as experiências e vivências dos alunos dos conteúdos, habilidades e competências que se pretendem ensinar. Buscaremos delimitar alguns significados e (...) pressupostos dessa preocupação, em que a noção de interesse do aluno parece ocupar um lugar proeminente. Tentaremos apresentar e defender um alargamento desta noção, incluindo nela os interesses comuns, partilhados, públicos ou publicizáveis dos alunos na medida em que são estudantes. Defenderemos que é esta noção alargada que precisa ser levada em conta pelas estratégias de aproximação entre as experiências e vivências dos alunos e os conteúdos, habilidades e competências escolares. Ater-se apenas aos interesses particulares ou mais subjetivos dos alunos é, em primeiro lugar, um procedimento inviável; em segundo lugar, significa incentivar cada vez mais os indivíduos a operarem em suas bolhas privadas, privando-os de compartilhar um espaço comum, por princípio igualitário, o que proporcionaria um processo comunitário de formação humana. (shrink)

In the past three decades a number of narrative self-concepts have appeared in the philosophical literature. A central question posed in recent literature concerns the embodiment of the narrative self. Though one of the best-known narrative self-concepts is a non-embodied one, namely Dennett’s self as ‘a center of narrative gravity’, others argue that the narrative self should include a role for embodiment. Several arguments have been made in support of the latter claim, but these can be summarized in two main (...) points. Firstly, a logical one: without taking the body into account Dennett’s theory becomes self-refuting. Secondly, a more practical/phenomenological point: a disembodied self-concept overlooks how personal the body is, and as such should be considered part of the self. In this paper I endorse these criticisms of non-embodied narrative self-concepts, but I argue that the relationship between the narrative self and the body is far from sufficiently fleshed out. I claim that the narrative self and the body are much more interwoven than the above criticisms suggest. What I aim to show in this paper is that the relationship between the body and the narrative self is interactive rather than unidirectional: not only does our body shape our narrative self, but our narrative self also shapes our body. The upshot of this is a better conception of the self is as a dynamic interaction between its various aspects. (shrink)

Background: The literature and research on nursing ethics and advocacy has shown that generally very few nurses and other clinicians will speak up about an issue they have witnessed regarding a patient advocacy concern and that often advocacy in nursing is not learned until after students have graduated and begun working. Objective: To evaluate the effectiveness of narrative pedagogy on the development of advocacy in student nurses, as measured by the Protective Nursing Advocacy Scale. Design: We tested the hypothesis that (...) use of a narrative pedagogy assignment related to ethics would improve student nurse’s perception of their advocacy role as measured by the Protective Nursing Advocacy Scale using a quasi-experimental nonrandomized study using a pre-test, intervention, post-test design. Data collection occurred during class time from October 2012 to December 2012. The Protective Nursing Advocacy Scale tool was administered to students in class to assess their baseline and was administered again at the completion of the educational intervention to assess whether narrative pedagogy was effective in developing the nursing student’s perception of their role as a patient advocate. Ethical considerations: Students were informed that their participation was voluntary and that the data collected would be anonymous and confidential. The survey was not a graded assignment, and students did not receive any incentive to participate. The institutional review board of the college determined the study to be exempt from review. Setting: School of Nursing at a small liberal arts college in the Northeastern United States. Participants: A consecutive, nonprobability sample of 44 senior-level nursing students enrolled in their final nursing semester was utilized. Findings: Results indicated significant differences in student nurse’s perception of their advocacy role related to environment and educational influences following an education intervention using an ethics digital story. Conclusion: Using the Protective Nursing Advocacy Scale, we were able to measure the effectiveness of narrative pedagogy on nursing student’s perception of the nurse’s advocacy role. (shrink)

The sociology of literature, in the first of many paradoxes, elicits negations before assertions. It is not an established field or academic discipline. The concept as such lacks both intellectual and institutional clarity. Yet none of these limitations affects the vitality and rigor of the larger enterprise. We use the sociology of literature here to refer to the cluster of intellectual ventures that originate in one overriding conviction: the conviction that literature and society necessarily explain each other. Scholars and critics (...) of all kinds congregate under this outsize umbrella only to differ greatly in their sense of what they do and what sociology of literature does. They subscribe to a wide range of theories and methods. Many would not accept the sociology of literature as an appropriate label for their own work; other would refuse it to their colleagues. Nevertheless, every advocate agrees that a sociological practice is essential to literature. For the sociology of literature does not constitute just one more approach to literature. Because it insists upon a sociology of literary knowledge and literary practice within the study of literature, the sociology of literature raises questions basic to all intellectual inquiry.The sociology of literature begins in diversity. The way that is combines the ancient traditions of art with the modern practices of social science makes the very term something of an oxymoron. There is not one sociology of literature, there are many sociological practices of literature, each of which operates within a particular intellectual tradition and specific institutional context. These practices cross basic divisions within the contemporary intellectual field, especially within the university. Inherently interdisciplinary, the sociology of literature is subject to constant reformulation as scholars re-evaluate their disciplines. In consequence, disciplinary boundaries seem less rigid, less logical, and, hence, less authoritative than ever before. Even so—and this is another paradox of the sociology of literature—any sociological conception of literature is best situated in terms of an original discipline and its institutional setting. However frequently individual scholars cross over disciplinary lines, the fundamental divisions retain their force. Priscilla Parkhurst Ferguson is professor of French at the University of Illinois at Chicago; she is author of Literary France: The Making of a Culture. Philippe Desan, whose Naissance de la method: Machiavelle, la Ramée, Bodin, Montaigne, Descartes was published in 1987, is an assistant professor at the University of Chicago. Wendy Griswold, associate professor of sociology at the University of Chicago, recently published Renaissance Revivals: City Comedy and Revenge Tragedy in the London Theatre, 1576-1980. (shrink)

Background This analysis is about practical living bioethics and how law, ethics and sociology understand and respect children’s consent to, or refusal of, elective heart surgery. Analysis of underlying theories and influences will contrast legalistic bioethics with living bioethics. In-depth philosophical analysis compares social science traditions of positivism, interpretivism, critical theory and functionalism and applies them to bioethics and childhood, to examine how living bioethics may be encouraged or discouraged. Illustrative examples are drawn from research interviews and observations in two (...) London paediatric cardiac units. This paper is one of a series on how the multidisciplinary cardiac team members all contribute to the complex mosaic of care when preparing and supporting families’ informed consent to surgery. Results The living bioethics of justice, care and respect for children and their consent depends on theories and practices, contexts and relationships. These can all be undermined by unseen influences: the history of adult-centric ethics; developmental psychology theories; legal and financial pressures that require consent to be defined as an adult contract; management systems and daily routines in healthcare that can intimidate families and staff; social inequalities. Mainstream theories in the clinical ethics literature markedly differ from the living bioethics in clinical practices. Conclusion We aim to contribute to raising standards of respectful paediatric bioethics and to showing the relevance of virtue and feminist ethics, childhood studies and children’s rights. (shrink)

This book is the recent addition to the Clarendon Later Ancient Philosophers series, and its greatest significance lies in its being the sole commentary on Against the Grammarians. It also provides the only English alternative to Bury’s 1949 translation in the Loeb edition. As such, it is a clear and readable translation, although, of course, there is no Greek text provided.

This review begins with a detailed focus on the Turnaway Study, which addresses associations among early abortion, later abortion, and denied abortion relative to various outcomes including mental health indicators. The Turnaway Study was comprised of 516 women; however, an exact percentage of the population is not discernable due to missing information. Extrapolating from what is known reveals a likely low of 0.32% to a maximum of 3.18% of participants sampled from the available the pool. Motivation for conducting the Turnaway (...) Study, methodological deficiencies (sampling issues and others), and bias are specifically addressed. Despite serious departures from accepted scientific practices, journals in psychology and medicine have published dozens of articles generated from the study’s data. The high volume of one-sided publications has stifled dialogue on potential adverse psychological consequences of this common procedure. Following a critical analysis of the Turnaway Study, an overview of the strongest studies on abortion and mental health is offered. This comprehensive literature comprised of numerous large-scale studies from across the globe has been largely overlooked by scientists and the public, while the Turnaway Study dominates the media, information provided to women, and legal challenges involving abortion restrictions. In the final section of this article, literature reviews by professional organizations are considered, demonstrating that the biased science characterizing the Turnaway Study is aligned with a pervasive and systemic phenomenon wherein deriving reliable and valid results via careful attention to methodology and scrutiny by the scientific community have been supplanted by politics. (shrink)

Recent studies of semantic memory have investigated two theories of optimal search adopted from the animal foraging literature: Lévy flights and marginal value theorem. Each theory makes different simplifying assumptions and addresses different findings in search behaviors. In this study, an experiment is conducted to test whether clustering in semantic memory may play a role in evidence for both theories. Labeled magnets and a whiteboard were used to elicit spatial representations of semantic knowledge about animals. Category recall sequences from a (...) separate experiment were used to trace search paths over the spatial representations of animal knowledge. Results showed that spatial distances between animal names arranged on the whiteboard were correlated with inter-response intervals during category recall, and distributions of both dependent measures approximated inverse power laws associated with Lévy flights. In addition, IRIs were relatively shorter when paths first entered animal clusters, and longer when they exited clusters, which is consistent with marginal value theorem. In conclusion, area-restricted searches over clustered semantic spaces may account for two different patterns of results interpreted as supporting two different theories of optimal memory foraging. (shrink)

We use the construct of the “other” to explore how hate operates rhetorically within the virtual conclave of Stormfront, credited as the first hate Web site. Through the Internet, white supremacists create a rhetorical vision that resonates with those who feel marginalized by contemporary political, social, and economic forces. However, as compared to previous studies of on-line white supremacist rhetoric, we show that Stormfront discourse appears less virulent and more palatable to the naive reader. We suggest that Stormfront provides a (...) “cyber transition” between traditional hate speech and “reasonable racism,” a tempered discourse that emphasizes pseudo-rational discussions of race, and subsequently may cast a wider net in attracting audiences. (shrink)

The negative co‐variation of life‐history traits such as fecundity and lifespan across species suggests the existence of ubiquitous trade‐offs. Mechanistically, trade‐offs result from the need to differentially allocate limited resources to traits like reproduction versus self‐maintenance, with selection favoring the evolution of optimal allocation mechanism. Here I discuss the physiological (endocrine) mechanisms that underlie optimal allocation rules and how such rules evolve. The hormone testosterone may mediate life‐history trade‐offs due to its pleiotropic actions in male vertebrates. Conservation in the actions (...) of testosterone in vertebrates has prompted the ‘evolutionary constraint hypothesis,’ which assumes that testosterone signaling mechanisms and male traits evolve as a unit. This hypothesis implies that the actions of testosterone are similar across sexes and species, and only the levels of circulating testosterone concentrations change during evolution. In contrast, the ‘evolutionary potential hypothesis’ proposes that testosterone signaling mechanisms and male traits evolve independently. In the latter scenario, the linkage between hormone and traits itself can be shaped by selection, leading to variation in trade‐off functions. I will review recent case studies supporting the evolutionary potential hypothesis and suggest micro‐evolutionary experiments to unravel the mechanistic basis of life‐history evolution. BioEssays 29: 133–144, 2007. © 2007 Wiley Periodicals, Inc. (shrink)

Background: While there have been studies exploring moral habitability and its impact on the work environments of nurses in Western countries, little is known about the moral habitability of the work environments of nurses and midwives in resource-constrained settings. Research objective: The purpose of this research was to examine the moral habitability of the work environment of nurses and midwives in Ghana and its influence on their moral agency using the philosophical works of Margaret Urban Walker. Research design and participants: (...) A critical moral ethnography was conducted through the analysis of interviews with 30 nurses and midwives, along with observation, and documentary materials. Ethical considerations: After receiving ethics approval, signed informed consent was obtained from participants before data collection. Results: Five themes were identified: (1) holding onto the values, identities, and responsibilities of being a midwife/nurse; (2) scarcity of resources as limiting capacity to meet caring responsibilities; (3) gender and socio-economic inequities shaping the moral-social context of practice; (4) working with incoherent moral understandings and damaged identities in the context of inter- and intra-professional relationships; and (5) surviving through adversity with renewed commitment and courage. Discussion: The nurses and midwives were found to work in an environment that was morally uninhabitable and dominated by the scarcity of resources, overwhelming and incoherent moral responsibilities, oppressive conditions, and workplace violence. These situations constrained their moral agency and provoked suffering and distress. The nurses and midwives negotiated their practice and navigated through morally uninhabitable work environment by holding onto their moral values and commitments to childbearing women. Conclusion: Creating morally habitable workplaces through the provision of adequate resources and instituting interprofessional practice guidelines and workplace violence prevention policies may promote safe and ethical nursing and midwifery practice. (shrink)

Buscando apresentar uma interpretação para EN I 4 1095a31-b13, este artigo defende que a digressão nela feita por Aristóteles pretende caracterizar a investigação recém iniciada como promissora, opondo-a, ainda que não explicitamente, ao modo rígido socrático-platônico de fazer Ética ou Política. Para tanto, propõe-se uma interpretação pouco usual do termo que como o princípio buscado e não como ponto de partida da investigação. Recusa-se igualmente ver na passagem mencionada uma referência ao modo ou etapas de aquisição de virtude moral ou (...) prudência, mas de um corpo preciso de conhecimento ou ciência, a Ética ou Política. (shrink)

This discussion paper considers how seldom recognised theories influence clinical ethics committees. A companion paper examined four major theories in social science: positivism, interpretivism, critical theory and functionalism, which can encourage legalistic ethics theories or practical living bioethics, which aims for theory–practice congruence. This paper develops the legalistic or living bioethics themes by relating the four theories to clinical ethics committee members’ reported aims and practices and approaches towards efficiency, power, intimidation, justice, equality and children’s interests and rights. Different approaches (...) to framing ethical questions are also considered. Being aware of the four theories’ influence can help when seeking to understand and possibly change clinical ethics committee routines. The paper is not a research report but is informed by a recent study in two London paediatric cardiac units. Forty-five practitioners and related experts were interviewed, including eight members of ethics committees, about the work of informing, preparing and supporting families during the extended process of consent to children’s elective heart surgery. The mosaic of multidisciplinary teamwork is reported in a series of papers about each profession, including this one on bioethics and law and clinical ethics committees’ influence on clinical practice. The qualitative social research was funded by the British Heart Foundation, in order that more may be known about the perioperative views and needs of all concerned. Questions included how disputes can be avoided, how high ethical standards and respectful cooperation between staff and families can be encouraged, and how minors’ consent or refusal may be respected, with the support of clinical ethics committees. (shrink)

Através da inquirição filosófica, objetiva-se estabelecer contornos nítidos entre definições precedentes ao Behaviorismo Radical, através de incursões conceituais nesse campo do saber. Evidenciam-se os pressupostos filosóficos que alicerçam o campo conceitual da filosofia da ciência do comportamento.

Coming from a prosperous London Quaker family, the author Priscilla Wakefield wrote educational books for children, and one work for adults, Reflections on the Present Condition of the Female Sex, also reissued in this series. This 1796 book on botany, a science which 'contributes to health of body and cheerfulness of disposition' but is difficult to study because of its Latin nomenclature and the cost of textbooks, offers a simple introduction for children through the medium of letters between sisters, (...) as 'Felicia' shares with 'Constance' her growing understanding of plant science. Felicia's governess is a follower of Linnaeus, whose classificatory system is described as 'the one universally adopted', and by the twenty-eighth and final letter, Felicia is describing the class Cryptogamia. This illustrated account in simple language gives an insight into the level of education thought appropriate for young girls at the end of the eighteenth century. (shrink)

A series of eight multidisciplinary conferences on consent to health care and research was held in London during the period 1992 to 1995. The aim was to present a rich and varied account of consent from the perspectives of academics (especially social scientists), practitioners, and people affected by personal experience. This report summarizes some of the main contributions.

The views of parents and staff about physical and symbolic space and its effects on ethical clinical practice are reported. Researchers observed four neonatal intensive care units (NICUs) in southern England, and interviewed 40 senior staff and the parents of 80 babies. The adults' concerns include: how space affects the sharing of information and responsibility for the babies; respect and welcoming policies; access, freedom of movement and accessibility of staff; family friendly space and privacy; aesthetic values; and 'baby-led' space. The (...) paper concludes that abstract principles of respect for autonomy and attitudes towards the baby's biological and personal space take on practical embodied meanings in clinical spaces and practices. NICU design and aesthetics convey powerful ethical messages of welcome or exclusion that endorse or undermine partnerships between staff and parents. Helping premature and impaired babies to reach their space at the centre of their family involves sensitive management. (shrink)

This article explores the relations between autobiography, fiction and history in the recent texts of Hélène Cixous. It examines the uses and limits of a range of generic categorizations in accounting for these relations. We suggest that most categorizations tend to rely on an underlying oppositionary and exclusive dynamic between autobiography and fiction in which one or the other may be privileged. Our contention is that Cixous's work should rather be understood within an inclusive dynamic in which all three elements, (...) the fictional, autobiographical and the historical coexist in a complex relation which cannot be disentangled. This inclusive dynamic, we suggest, is not only central to an understanding of the texts’ generic dimensions, but also to the specifics of the pact which Cixous establishes with her readers, as well as to the ethical thinking which underlies her oeuvre. (shrink)

It is frequently, but incorrectly, claimed that Socrates said “All I know is that I know nothing.” The source of this misquote is Plato’s dialogue the Apology, where there are five Socratic claims that may appear to justify it. I review these five claims in their context to prove that they are not equivalent to, nor do they imply, the infamous quote. What Socrates does say is that he does not think that he knows anything that he does not in (...) fact really know. He is skeptical in a certain sense; but he is not the dogmatic and self-contradicting skeptic that he is often made out to be. (shrink)