Background: Ethics education is a basic part of midwifery education program. However, there is no evidence to show that ethics education has been able to meet the educational needs of midwifery students. Purpose: This study aimed to explore the educational needs of students for ethics in midwifery program with a focus on the course of history, ethics, and rules of midwifery. Research design and participants: The present study is qualitative descriptive content analysis research, exploring midwifery students’ needs of ethics education (...) in bachelor’s degrees. We conducted in-depth semi-structured interviews with 11 undergraduate midwifery students, seven midwives working in hospitals and health centers, and seven midwifery faculty members in Urmia University of Medical Sciences. The participants were selected using a purposeful sampling method and invited to join the study from December 2021 to June 2022. The sampling continued until data saturation. Findings: Content analysis identified four categories and associated subcategories: 1. “The client’s rights”: respecting the dignity of clients, confidentiality, the client’s right to choose and make decisions; 2. “Legal and ethical requirements of fertility”: abortion, alternative treatment for infertility, domestic violence; 3. “Communication skills”: communication with the client, communication with clients’ caregivers and communication with colleagues; and 4. “ethical principles in research”: compliance with ethical principles in the research process and ethical principles in publishing research findings. Ethical considerations: The study was approved by the Ethics Committee of Urmia University of Medical Sciences. Before filling the questionnaires, written informed consent was obtained from the participants. The participants were assured of the confidentiality of personal information. Conclusion: The educational needs of midwifery students can be met by providing theoretical and practical training on respecting the pregnant mother, communication skills, legal and ethical aspects of the reproductive period, and incorporating ethical principles in related courses. (shrink)

Hegel’s basic position so far on the various meanings of evil as necessary and thereby intelligible directly in the development of spirit might be summed up as follows. Evil is always a necessary moment of instability which gives impetus in the movement from various meanings of particularity to various meanings of universality; from the more abstract expression of potential unity and truth to the more actualized notion and unity.

Clarke proposes a conception of philosophy that provides an alternative to the reductions of materialism and the search for normative principles. Philosophy's proper role is to describe similarities and differences among differing levels of language, specifically the familiar level of discourse within an ordinary language shared by all and the specialized discourses of social institutions such as science, law, and the arts. By constructing a logical framework in which these comparisons and contrasts can be made, philosophy performs the indispensable role (...) of promoting the integration of disparate elements of our culture. (shrink)

This book aims to give a coherent interpretation of the whole dialogue, paying particular attention to these etymologies.The book discusses the rival theories ...

The relationship of man himself to his environment is an inseparable part of ecology; for he also is an organism and other organisms are a part of his environment. Ecology, therefore, broadly conceived and rightly understood, instead of being an academic science merely, out of touch with humanistic interests, is really that part of every other biological science which brings it into immediate relation to human kind. The proper place of humans in ecological study has been a recurring issue for (...) ecology. Of course humans are part of Nature writ large, but are they part of the ecologist's nature? The question bothered biologists even before the discipline of ecology was firmly institutionalized.... (shrink)

Taking an analytic and historical approach, this work develops and defends Althusserian critical theory. This theory, it is argued, produces knowledge of how a particular class of people, in a particular time, in a particular place, is dominated, oppressed, or exploited. Moreover, without relying on a general notion of human emancipation, concrete critical theory can suggest political means for the alleviation of these conditions. Because it puts Althusser’s ideas in dialogue with contemporary social science and philosophy, the book as a (...) whole makes contributions to Althusser studies, to Anglo-American political philosophy, and to current debates in the philosophy of the social sciences. (shrink)

Commentary on Śārīrakamīmāṃsābhāṣya of Śaṅkarācārya, work on Vedanta philosophy.

We provide a suitable theoretical foundation for the notion of the quantum coherent state which describes the electrostatic field due to a static external macroscopic charge distribution introduced by the author in 1998 and use it to rederive the formulae obtained in 1998 for the inner product of a pair of such states. (We also correct an incorrect factor of 4π\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$4\pi$$\end{document} in some of those formulae.) Contrary to what one might expect, (...) this inner product is usually non-zero whenever the total charges of the two charge distributions are equal, even if the charge distributions themselves are different. We actually display two different frameworks that lead to the same inner-product formulae, in the second of which Gauss’s law only holds in expectation value. We propose an experiment capable of ruling out the latter framework. We then address the problem of finding a product picture for QED—i.e. a reformulation in which it has a total Hamiltonian, arising as a sum of a free electromagnetic Hamiltonian, a free charged-matter Hamiltonian and an interaction term, acting on a Hilbert space which is a subspace (the physical subspace) of the full tensor product of a charged-matter Hilbert space and an electromagnetic-field Hilbert space. (The traditional Coulomb gauge formulation of QED isn’t a product picture in this sense because, in it, the longitudinal part of the electric field is a function of the charged matter operators.) Motivated by the first framework for our coherent-state construction, we find such a product picture and exhibit its equivalence with Coulomb gauge QED both for a charged Dirac field and also for a system of non-relativistic charged balls. For each of these systems, in all states in the physical subspace (including the vacuum in the case of the Dirac field) the charged matter is entangled with longitudinal photons and Gauss’s law holds as an operator equation; albeit the electric field operator (and therefore also the full Hamiltonian) while self-adjoint on the physical subspace, fails to be self-adjoint on the full tensor-product Hilbert space. The inner products of our electrostatic coherent states and the product picture for QED are relevant as analogues to quantities that play a rôle in the author’s matter-gravity entanglement hypothesis. Also, the product picture provides a temporal gauge quantization of QED which appears to be free from the difficulties which plagued previous approaches to temporal-gauge quantization. (shrink)

On religious and spiritual life as depicted in Bhāgavatapurāṇa, Hindu mythological text.

Study on the view of Aurobindo Ghose on philosophy of education.

Liberal education prior to St. Augustine -- Education in Augustine's moral theology -- Perils of skepticism -- Liberal arts curriculum -- Pedagogy and liberal learning -- Authority and illumination -- Purposes of liberal education.

I look at the two main approaches used to count COVID-19 deaths and show how each of those approaches can appear to both overcount COVID deaths (including deaths it should exclude) and undercount COVID deaths (excluding deaths it should include). I trace this to the fact - well-known to philosophers - that causal attribution is interest-relative. Which deaths we should attribute to COVID (as opposed to other causes) will depend on our particular interests and values. Contrary to what many journalists (...) and researchers report, there is therefore no such thing as the "true" COVID death toll. Understanding this can help us to become more sophisticated consumers of COVID information. I conclude by suggesting that scientists, by reflecting on society's varied interests and values, are in a position to construct measures of COVID-caused mortality that are potentially as useful, or more useful, than the measures we currently have. (shrink)

Since the publication of Annette Baier’s agenda-setting article entitled ‘Trust and Antitrust’, trust has become an increasingly popular topic, not only in moral philosophy and epistemology but als...