This article explores innovative legal tools in built environment settings. Using tangible examples, the discussion will leverage the authors' expertise in the law, public health, and architecture to explore strategies in domestic and international settings to explain how healthy spaces make a direct public health impact on people's lives.

A workshop in Philosophy for Children was offered this summer at Viterbo College with generous support from the Wisconsin Humanities Committee. Dr. Ronald Reed and the author conducted the week long workshop. The workshop was promoted primarily by distribution of brochures to regional schools. Four questions were addressed in the brochure: What is Philosophy for Children?, How will Philosophy for Children work in your classroom?, Why teach Philosophy for Children?, and Who should attend?. This approach was taken as part of (...) an effort at making teachers, principals and parents informed about the basic nature fo a Philosophy for Children program. (shrink)

Hunger striking is a form of nonviolent action of last resort. It is a tactic used by powerless individuals to challenge those in power and achieve change. Many authors have emphasized that hunger strikers are not suicidal, but when oppressed people run out of other ways to protest or demand sociopolitical change, some of them are willing to place their health and life at risk to achieve their goals. Hunger strikes have a long, widely diffused history, and studies reveal that (...) they are typically small, brief, and often successful. Some well-known examples are the fasts of the suffragettes in the UK, of IRA... (shrink)

Background The involvement of pregnant women in vaccine clinical trials presents unique challenges for the informed consent process. We explored the expectations and experiences of the pregnant women, spouses/partners, health workers and stakeholders of the consent process during a Group B Streptococcus maternal vaccine trial. Methods We interviewed 56 participants including pregnant women taking part in the trial, women not in the trial, health workers handling the trial procedures, spouses, and community stakeholders. We conducted 13 in-depth interviews and focus group (...) discussions with 23 women in the trial, in-depth interviews with 5 spouses, and 5 women not in the trial, key informant interviews with 5 health workers and 5 other stakeholders were undertaken. Results Decision-making by a pregnant woman to join a trial was done in consultation with spouse, parents, siblings, or trusted health workers. Written study information was appreciated by all but they suggested the use of audio and visual presentation to enhance understanding. Women stressed the need to ensure that their male partners received study information before their pregnant partners joined a clinical trial. Confidentiality in research was emphasised differently by individual participants; while some emphasised it for self, others were keen to protect their family members from being exposed, for allowing them to be involved in research. However, others wanted their community participation to be acknowledged. Conclusion We found that pregnant women make decisions to join a clinical trial after consulting with close family. Our findings suggest the need for an information strategy which informs not only the pregnant woman, but also her family about the research she is invited to engage in. (shrink)

Genetic information and technologies are increasingly important in health care, not only in technologically advanced countries, but world-wide. Several global factors promise to increase future demand for morally conscious genetic health services and research. Although they are the largest professional group delivering health care world-wide, nurses have not taken the lead in meeting this challenge. Insights from feminist analysis help to illuminate some of the social institutions and cultural obstacles that have impeded the integration of genetics technology into the discipline (...) of nursing. An alternative model is suggested - the transdisciplinary model - which was developed initially by a nurse and introduced in the 1970s into the delivery of health care and social services for children with developmental disabilities. This holistic model enables all health care professionals to have an equal voice in determining how genetic health care will be globalized. (shrink)

Experiential evidence shows that pain is associated with common meanings. These include a meaning of threat or danger, which is experienced as immediately distressing or unpleasant; cognitive meanings, which are focused on the long-term consequences of having chronic pain; and existential meanings such as hopelessness, which are more about the person with chronic pain than the pain itself. This interdisciplinary book - the second in the three-volume Meanings of Pain series edited by Dr Simon van Rysewyk - aims to better (...) understand pain by describing experiences of pain and the meanings these experiences hold for the people living through them. The lived experiences of pain described here involve various types of chronic pain, including spinal pain, labour pain, rheumatic pain, diabetic peripheral neuropathic pain, fibromyalgia, complex regional pain syndrome, endometriosis-associated pain, and cancer-related pain. Two chapters provide narrative descriptions of pain, recounted and interpreted by people with pain. Language is important to understanding the meaning of pain since it is the primary tool human beings use to manipulate meaning. As discussed in the book, linguistic meaning may hold clues to understanding some pain-related experiences, including the stigmatisation of people with pain, the dynamics of patient-clinician communication, and other issues, such as relationships between pain, public policy and the law, and attempts to develop a taxonomy of pain that is meaningful for patients. Clinical implications are described in each chapter. This book is intended for people with pain, their family members or caregivers, clinicians, researchers, advocates, and policy makers. (shrink)

BackgroundWith the emergence of Brain Computer Interfaces, clinicians have been facing a new group of patients with severe acquired brain injury who are unable to show any behavioral sign of consciousness but respond to active neuroimaging or electrophysiological paradigms. However, even though well documented, there is still no consensus regarding the nomenclature for this clinical entity.ObjectivesThis systematic review aims to 1) identify the terms used to indicate the presence of this entity through the years, and 2) promote an informed discussion (...) regarding the rationale for these names and the best candidates to name this fascinating disorder.MethodsThe Disorders of Consciousness Special Interest Group of the International Brain Injury Association launched a search on Pubmed and Google scholar following PRISMA guidelines to collect peer-reviewed articles and reviews on human adults published in English between 2006 and 2021.ResultsThe search launched in January 2021 identified 4,089 potentially relevant titles. After screening, 1,126 abstracts were found relevant. Finally, 161 manuscripts were included in our analyses. Only 58% of the manuscripts used a specific name to discuss this clinical entity, among which 32% used several names interchangeably throughout the text. We found 25 different names given to this entity. The five following names were the ones the most frequently used: covert awareness, cognitive motor dissociation, functional locked-in, non-behavioral MCS and higher-order cortex motor dissociation.ConclusionSince 2006, there has been no agreement regarding the taxonomy to use for unresponsive patients who are able to respond to active neuroimaging or electrophysiological paradigms. Developing a standard taxonomy is an important goal for future research studies and clinical translation. We recommend a Delphi study in order to build such a consensus. (shrink)

BackgroundCarefully planned research is critical to developing policies and interventions that counter physical, psychological and social challenges faced by young people living with HIV/aids, without increasing burdens. Such studies, however, must navigate a ‘vulnerability paradox’, since including potentially vulnerable groups also risks unintentionally worsening their situation. Through embedded social science research, linked to a cohort study involving Adolescents Living with HIV/aids (ALH) in Kenya, we develop an account of researchers’ responsibilities towards young people, incorporating concepts of vulnerability, resilience, and agency (...) as ‘interacting layers’.MethodsUsing a qualitative, iterative approach across three linked data collection phases including interviews, group discussions, observations and a participatory workshop, we explored stakeholders’ perspectives on vulnerability and resilience of young people living with HIV/aids, in relation to home and community, school, health care and health research participation. A total of 62 policy, provider, research, and community-based stakeholders were involved, including 27 ALH participating in a longitudinal cohort study. Data analysis drew on a Framework Analysis approach; ethical analysis adapts Luna’s layered account of vulnerability.ResultsALH experienced forms of vulnerability and resilience in their daily lives in which socioeconomic context, institutional policies, organisational systems and interpersonal relations were key, interrelated influences. Anticipated and experienced forms of stigma and discrimination in schools, health clinics and communities were linked to actions undermining ART adherence, worsening physical and mental health, and poor educational outcomes, indicating cascading forms of vulnerability, resulting in worsened vulnerabilities. Positive inputs within and across sectors could build resilience, improve outcomes, and support positive research experiences.ConclusionsThe most serious forms of vulnerability faced by ALH in the cohort study were related to structural, inter-sectoral influences, unrelated to study participation and underscored by constraints to their agency. Vulnerabilities, including cascading forms, were potentially responsive to policy-based and interpersonal actions. Stakeholder engagement supported cohort design and implementation, building privacy, stakeholder understanding, interpersonal relations and ancillary care policies. Structural forms of vulnerability underscore researchers’ responsibilities to work within multi-sectoral partnerships to plan and implement studies involving ALH, share findings in a timely way and contribute to policies addressing known causes of vulnerabilities. (shrink)

Née à Nuremberg dans une famille juive, d’un père allemand et d’une mère suisse, Rita Thalmann fuit avec les siens le régime nazi, dès 1933, se réfugiant d’abord en Suisse puis en France. Ayant perdu son père (arrêté sur dénonciation et déporté à Auschwitz) puis sa mère (internée et morte de carence alimentaire à Dijon), elle survit grâce au réseau de solidarité organisé par la directrice du lycée de jeunes filles de Dijon, Marcelle Pardé, résistante et déportée à Ravensbrück. (...) En 1945, Rita T... (shrink)

1. First there is an outline of the libertarian approach taken here. 2. On the assumption of personhood, it is explained how there need be no overall inflicted harm and no proactive killing with abortion and infanticide. This starts with an attached-adult analogy and transitions to dealing directly with the issues. Various well-known criticisms are answered throughout. 3. There is then a more-abstract explanation of how it is paradoxical to assume a duty to do more than avoid inflicting overall harm (...) and, instead, positively benefit. A putative counterexample is explained away. 4. A positive theory of intellectual personhood is defended in principle, but not made precise, which is sufficient to be practical. The greater moral value of intellectual-personhood is defended. An important putative reductio of the potential-personhood argument is refuted. 5. Several further criticisms that apply to both types of defences are answered. 6. Conclusion. (shrink)

Hisashi Nasu, Lester Embree, George Psathas, and Ilja Srubar (eds.), Alfred Schutz and His Intellectual Partners; Sandra P. Thomas and Howard R. Pollio, Listening to Patients, A Phenomenological Approach to Nursing Research and Practice; Matthew Ratcliffe, Rethinking Commonsense Psychology: A Critique of Folk Psychology, Theory of Mind and Simulation.

L’obligation faite aux comités d’éthique de la recherche canadiens de compter un représentant du public parmi leurs membres est à la fois précise et indéterminée. Précise, car elle conduit à ouvrir les comités sur l’extérieur de l’hôpital ou du monde de la santé. Indéterminée, car cette ouverture peut s’opérer de multiples façons et se lester ainsi de significations fort différenciées. Cette perplexité invite à scruter la manière dont des pays étrangers ont conçu et réalisé une participation du public aux (...) comités. Dans cette optique, l’article examine la situation dans différents pays d’Europe occidentale. Il montre la diversité des manières de comprendre qui sont les représentants du public, et ouvre en même temps des pistes de réflexion à propos des conceptions du travail des comités, qui sont en jeu dans l’ouverture de ceux-ci à de tels représentants. Il apparaît ainsi que l’implication du public dans le travail des comités peut certes se trouver favorisée par l’exigence de la participation d’un représentant du public, mais qu’elle constitue en définitive un objectif qui ne se trouve pas atteint par cette seule exigence : celle-ci doit être accompagnée par d’autres démarches qui peuvent trouver de stimulantes sources d’inspiration dans des initiatives significatives déjà réalisées. (shrink)

Sense and Uncertainty presents a phenomenological account of the possibility of rational action amid the challenges posed by violence, volatile conditions, uncertain outcomes, and social dependence. The book asks us to consider the following: We are often forced through violence to do things that do not make sense for us except to avoid retaliations, punishments, or the various evils that others might inflict on us. We inhabit a world that escapes our control. This involves living in uncertainty concerning the things (...) that we might suffer and do, that is, the things that might happen to us and the results of our actions. We are dependent on others and collaborate with them in ways that make it impossible to fully understand the sense of our own actions and practical intentions. Rationality involves insightful thinking about the world and our emotional responses to it, something we do in our everyday lives, whether consciously or without awareness. Sense and Uncertainty attempts to make explicit and to clarify the implications of this conceptually neglected aspect of our rationality: namely, that it involves paying attention to our emotions and values. An ethical life in which we can act meaningfully in the face of violence and uncertainty, and in which we can make sense of our vulnerability and dependence on others, demands that we think about and seek insight into how we love, why we hope, and in whom or in what we trust. The phenomenological ethics presented in Sense and Uncertainty draws on the works of Western canonical philosophers like Edmund Husserl, Max Scheler, Simone de Beauvoir, Anthony Steinbock, and José Ortega y Gasset, as well as on those of Latin American thinkers such as Luis Villoro, Rita Segato, and Augusto Salazar Bondy, among others. (shrink)

Hisashi Nasu, Lester Embree, George Psathas, and Ilja Srubar (eds.), Alfred Schutz and His Intellectual Partners; Sandra P. Thomas and Howard R. Pollio, Listening to Patients, A Phenomenological Approach to Nursing Research and Practice; Matthew Ratcliffe, Rethinking Commonsense Psychology: A Critique of Folk Psychology, Theory of Mind and Simulation.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 33.3 (2000) 286-290 [Access article in PDF] Letter to Lester Olson Jessica Benjamin Dear Lester Olson,I regret not having responded sooner to your communication. This is a matter of considerable importance to me, but you might imagine that it is difficult to read an analysis of events in which I was so involved that takes so little account of my/our point of view. Let (...) me add, after reading your response, that I do recognize that this is through no fault of your own, and as you indicated to me later, you assiduously strove to get more information. I believe it was Alfred Kazin who (I've heard) said that the movements of today make the dissertations of tomorrow. Since that is always a difficulty, I am sure that my experience is not singular. Unfortunately, in my view, the decontextualization of Audre Lorde's speech at that conference can serve to perpetuate the misunderstanding that underlay the destructive polarization that occurred at that time. To accept her view that the event was organized with no effort to include women of color by oblivious, racist white women is surely not what happened. In fact, the estrangement between white and black women at the time of the "Second Sex Conference" had much deeper causes (the enduring structures of racism in our country) for which I believe no individual could be held responsible.First, let me clarify an important fact. While we organizers of the conference invited numerous black and third world women to participate, we were consistently declined. For instance, Mary Helen Washington said she did not want to speak to an audience of only white women, and it was her experience that only white women came to feminist conferences. Indeed, at the time Michele Wallace, who probably would have been interested had she been available, was vociferously complaining about the lack of interest, indeed the rejection of feminism, among black women. Audre Lorde herself, one of our consultants, had been apprised of the participants for months and never named anyone who could participate. Similarly, Robin [End Page 286] Morgan had been consulted and had offered no suggestions of black participants. Yet ten days before the conference her young black protégé at Ms., Susan McHenry, appeared with a series of demands, including a list of black women she wished to see invited to the conference. Although I had met with Robin Morgan months before, she had never told me of Susan McHenry or proposed her as a participant, rather her interest had been focused on what would become the anti-pornography movement, similar to the interests of Kathy Barry who wrote about female sexual slaves. At the conference, Susan McHenry did speak; she expressed her indignation and outrage, and suggested that the entire conference was a racist gathering that should change direction and consider only the issue of racial exclusion.It is certainly true that the organizers were distressed by the same issue prior to the conference. After nearly a year of organizing, soliciting, and publishing open calls for participation, we were absolutely desperate to find participants who would reflect racial and ethnic groups other than white middle class. But in 1979 the institution of women's studies looked very different than it does now--feminism was a political movement not an academic institution, and only a few women in any university had become interested in it. And that does not even begin to address how few women, let alone black women, were in the universities in 1979!A second important point is that Audre Lorde was not speaking to an audience who disagreed with her; she was speaking to an audience who were already inflamed because they felt that certain identities had been left out of the conference. Despite the fact that it was an open conference, based on an open invitation--we had drawn scores of women to give workshops and papers whom we had never heard of--and despite the fact that we had organized the conference to address differences among women, the audience consisted of many women ready to protest... (shrink)

Building on the emerging research on antecedents of abusive supervision, the current research offers an empirical investigation concerning how and when supervisor psychological entitlement instigates abusive supervision in the workplace. Specifically, drawing on social cognitive theory, we develop and test a moderated-mediation model delineating the process that prompts psychologically entitled supervisors to become abusive towards subordinates. We argue that supervisor psychological entitlement facilitates supervisor moral disengagement, which subsequently incites supervisory abusive behaviors. We also argue that supervisor moral identity and core (...) self-evaluation are likely to play an essential role in predicting the relationship between supervisor psychological entitlement and abusive supervision. We argue that supervisor psychological entitlement is more likely to instigate abusive supervision through moral disengagement when the magnitudes of supervisor MI and CSE are weaker. We test our theoretical model utilizing time-lagged, multisource data from a variety of organizations in the United States. We find general support for our hypotheses. We discuss implications for theory and practice as well as future research avenues. (shrink)

Jean-Luc Nancy is one of the leading contemporary thinkers in France today. Through an inventive reappropriation of the major figures in the continental tradition, Nancy has developed an original ontology that impacts the way we think about religion, politics, community, embodiment, and art. Drawing from a wide range of his writing, Marie-Eve Morin provides the first comprehensive and systematic account of Nancy’s thinking, all the way up to his most recent work on the deconstruction of Christianity. Without losing sight (...) of the heterogeneity of Nancy’s work, Morin presents a concise articulation of the organizing concepts, which structure Nancy’s body of work. The guiding thread is that of an essential rift at the heart of any “self” by which this self is exposed and relates to itself and other selves. Nancy’s ontology undercuts dichotomies between individual and community, interior and exterior, matter and spirit, thing and thought, not in the name of mere deconstruction, but in seeking to open a thinking of the “limit” or the “edge” as the locus of sense. While Nancy’s work has often been presented in relation to Heidegger or Derrida, Morin demonstrates the originality of Nancy’s work and argues that, despite the variety of its preoccupations and topics, it possesses its own rigorous internal logic. This book will be of interest to students and scholars of philosophy and related fields who seek a systematic and critical understanding of one of the most original contemporary thinkers. (shrink)

The two purposes of this essay. The general philosophical problem with most versions of social libertarianism and how this essay will proceed. The specific problem with liberty explained by a thought-experiment. The positive and abstract theory of interpersonal liberty-in-itself as ‘the absence of interpersonal initiated constraints on want-satisfaction’, for short ‘no initiated impositions’. The individualistic liberty-maximisation theory solves the problems of clashes, defences, and rectifications without entailing interpersonal utility comparisons or libertarian consequentialism. The practical implications of instantiating liberty: three rules (...) of liberty-in-practice, 1) initial ultimate control of one’s body, 2) initial ultimate control of one’s used resources, 3) consensual interpersonal interactions and resource transfers. These rules are economically efficient and maximise general want-satisfaction. Private property and legal remedies are additional practical institutional aspects, but to which ‘initiated impositions’ then apply prima facie. Libertarian law is often mistaken for complete libertarianism. Moral explanations are a separate issue. The three main moral theories imply libertarianism, but it can be morally posited independently of them. Critical rationalism and its application. No empirical or argumentative support for theories. An important ambiguity with ‘justification’. How the epistemology applies to the theory of liberty and its application but remains separable in principle. Conclusion: there are further published explanations but this should be enough to generate useful criticism. Appendix replying to some typical comments. (shrink)

While researchers have examined the types of ethical issues that arise in long-term care, few studies have explored long-term care nurses’ experiences of moral distress and fewer still have examined responses to initial moral distress. Using an interpretive description approach, 15 nurses working in long-term care settings within one city in Canada were interviewed about their responses to experiences of initial moral distress, resources or supports they identified as helpful or potentially helpful in dealing with these situations, and factors that (...) hindered nurses in their responses. Using a thematic analysis process, three major themes were identified from the nurses’ experiences: (i) the context of the situation matters; (ii) the value of coming together as a team; and (iii) looking for outside direction. The work of responding to initial moral distress was more fruitful if opportunities existed to discuss conflicts with other team members and if managers supported nurses in moving their concerns forward through meetings or conversations with the team, physician, or family. Access to objective others and opportunities for education about ethics were also identified as important for dealing with value conflicts. (shrink)

Motivation plays an important role in students’ school behavior, and research has established that students’ learning environment experiences such as teachers’ behavior toward them contribute to their motivation and behavior at school. Self-determination theory offers an interesting frame of reference in the study of the relationship between students’ learning experiences at school and their school behavior. Considering three basic psychological needs, the SDT points to the importance of nutriments and support in the social environment in order to allow growth in (...) motivation, engagement, and well-functioning. In addition, thwarting these needs is supposed to contribute to maladaptive functioning. Teachers can play an important role in the fulfillment of students’ basic psychological needs by delivering support ; however, controlling instructional behavior, chaos in the classroom, and teacher rejection and neglect are supposed to be a treat to the fulfillment of students’ basic psychological needs. In the current innovative longitudinal study, teachers’ need-supportive behavior as well as teachers’ thwarting of these needs are considered and their relationship with students’ academic engagement and procrastination behavior is studied. In addition, attention is paid to differential effects of teachers’ behavior with regard to boys and girls. Participants were 566 students belonging to 20 mathematics/English grade 1 secondary education classes in the Netherlands. Multilevel analyses revealed evidence for the importance of both teachers’ need-supportive and need-thwarting behaviors in relation to students’ academic engagement and procrastination behavior. In addition, the findings revealed that teachers’ need-supportive behavior is more important for students’ academic engagement, while teachers’ need-thwarting behavior has larger effects on students’ procrastination behavior. Furthermore, evidence was found that boys often seemed to be more sensitive to their teachers’ behavior than girls. The findings highlight the importance of both teachers’ need-supportive and need-thwarting behaviors in daily classrooms and contribute to deepen our insight into and understanding of factors leading to adaptive and maladaptive functioning of boys and girls in relation to learning tasks at school. (shrink)

Pendant plus de dix ans, chacun dans son coin, Marie-Pierre, Gérôme et Samuel ont consacré leur temps libre à des fanzines sur la musique. Jusqu’à ce qu’en 1998 Samuel se lance dans la publication de travaux de jeunes chercheurs en Lettres et en Sciences humaines et fonde les éditions Mélanie Séteun – anagramme et nom de plume de Samuel Étienne. Nombre de manuscrits qu’il reçoit ne sont pas publiables _in extenso. _Il songe alors à un livre collectif. L’IRMA, diffuseur (...) des éditions, rectifie le tir. Aucun périodique n’est consacré aux recherches pluridisciplinaires sur les musiques actuelles et amplifiées? Le livre collectif sera donc une revue. Samuel s’adjoint Marie-Pierre et Gérôme pour diriger les opérations. Et les voilà à l’heure de la parution du premier numéro de _Copyright Volume! _Il présente, toutes disciplines confondues, des articles de réflexion écrits par des universitaires, des témoignages de professionnels et d’institutionnels ainsi que des propositions plastiques d’a... (shrink)

Chenu, M.-D. Foi, certitude et recherche.--Gilson, É. Réponse à Louis-Marie Régis, On some difficulties of interpretation.--Dubarle, D. Logique et épistémologie du signe chez Aristote et chez les Stoïciens.--Geiger, L.-B. Ce qui est, se dit en plusiers sens.--Owens, J. "Diversificata in diversis."--Cauchy, V. Être et connaître, l'irréductibilité de l'aristotélisme au platonisme.--Joós, E. Maurice Merleau-Ponty, de l'intentio intellectus, à l'intentio rei.--Murin, C. Pour une démystification de la "mort-de-Dieu" nietzschéenne.--Joós, E. Post-scriptum, la nouvelle scolastique de Louis-Marie Régis.--Landry, A.-M. Louis-Marie Régis, (...) O.P., quelques dates et faits marquants de sa vie.--Lettre d'Henri-Irénée Marrou à Louis-Marie Régis. (shrink)

The Quest for Learning: How to Maximize Student Engagement affirms that traditional classroom learning experiences, in which you plan lessons and voice instruction at the front of the room, do not meet 21st century students learning needs. Questing is a customizable pedagogy that readers and their students together tailor to a students abilities, needs, and interests. Side by side, and aligned with learning targets, readers learn how teachers and students determine what a student will learn about and at what pace. (...) Authors Marie Alcock, Michael Fisher, and Allison Zmuda propose three tenets of engagement (1) the learner engages with relevant, worthy inquiries and experiences that are interesting or emotionally gripping, (2) the learner engages in an active, intentional cycle with clear goals and right-sized, actionable steps, and (3) the learner engages in social, collaborative opportunities that grow expertise that allow students to take ownership of their learning. To further that ownership, students decide which design type they want to use to explore their quest topic (1) question, (2) game, or (3) network. Students then pursue lines of inquiry, design or play games, or communicate with peers and experts in online and physical spaces. Each is a method for becoming an expert on chosen topics. (shrink)

Research is an occupation that is conducive to the emergence of ethical issues, particularly because it is linked to conflicts of interest that are sometimes difficult to manage and is carried out in a highly competitive context that values performance. While the ethical issues in the clinical practice of occupational therapy are beginning to be documented, the ethical issues experienced by occupational therapy researchers and the means they use to manage these issues are virtually undocumented. This article presents the results (...) of a qualitative study that documented the means (macro, meso and micro) that are proposed by occupational therapist-researchers to address ethical issues in research. Eleven occupational therapists (n=11) participated in the research and share the means they are using or consider to deal with the ethical issues they experience as researchers. The means proposed by occupational therapists echo many of the means suggested in the literature, although some of those proposed in the literature regarding the relationship to be established with research participants are little discussed by our participants, which is surprising given the humanistic values that underlie the profession of occupational therapy. In the end, this article, which presents a synthesis of both the means identified in the literature to resolve ethical issues in research and those discussed by participants, aims to empower occupational therapist-researchers to resolve the issues raised by academic research while remaining true to the values of the profession. (shrink)

Cognitive Science, Volume 46, Issue 2, February 2022.

Farrell, Marie Review(s) of: A thinker's guide to sin: talking about wrongdoing today, by Neil Darragh ed. (Auckland, N.Z.: Accent Publications, 2010), pp.228, $35.

Après une agrégation de philosophie (1983), Marie-Dominique Couzinet s'est formée à la recherche en Italie, à l'Institut Universitaire Européen de Florence, et en France, au CNRS. Maître de conférences (1996) habilitée à diriger les recherches (2009), elle enseigne l'histoire de la philosophie de la Renaissance à l'Université Paris 1 Panthéon-Sorbonne (UFR de philosophie ; Centre d'Histoire des Systèmes de Pensée Moderne : EA 1451). Ses travaux portent sur la philosophie de la Renaissance au XVIe siècle en France et en (...) Italie, l'histoire et la transmission des savoirs dans la culture humaniste européenne et l'historiographie consacrée à la Renaissance. Elle est l'auteur de Méthode et histoire à la Renaissance. Une lecture de la Methodus ad facilem historiarum cognitionem de Jean Bodin (Paris, Vrin, 1996) ; Bibliographie des écrivains français : Jean Bodin, Paris- Rome (Éditions Memini, 2001), et Sub specie hominis. Études sur le savoir humain au XVIe siècle (Paris, Vrin, 2007). / This study analyzes the links between philosophy, humanism and scholarly culture according to Ramus, the great 16th-century pedagogue – a prime target of the so-called "critique of pedantry", which asserted that one had to choose between teaching and thinking. It offers new critical tools to approach his oeuvre. (shrink)

Consider sentences like (1): 1. Null Complement Containing Sentences a. Aryn followed b. Marie-Odile promised c. Corinne left d. Samir found out at midnight e. I applied f. They already know g. He volunteered h. Abdiwahid insisted i. I suppose j. Paul gave to Amnesty International These illustrate the phenomenon of null complements -- also called ‘pragmatically controlled zero anaphora’, ‘understood arguments’, and ‘linguistically unrealized arguments’. In each case, a complement is (phonologically) omitted, yet (a) the sentence is well-formed (...) and (b) the meaning effect is as if a complement were present. This contrasts on the one hand with structures that lack complements, but are ill-formed as a result – e.g., (2a-c) – and, on the other hand, with structures that lack overt complements, are well-formed, but do not exhibit the meaning effect of a complement – e.g., sentences (3a-b). 2. Contrast with Ill-formed Structures.. (shrink)

Heidegger and Performance explores convergences, direct or indirect, conscious or unconscious, between Heidegger’s work and ideas of performance and performativity. Its central provocation is to replace the word ‘being’ with ‘performance’ and interpret through Heidegger, new ways of understanding both terms.

The Textual Criticism of Sumerian Literature. By Paul Delnero. The Journal of Cuneiform Studies Supplemental Series, vol. 3. Boston: American Schools of Oriental Research, 2012. Pp. viii + 230. $89.95. [Distributed by ISD, Bristol, Conn.].