The COVID-19 pandemic challenged countries, regions, schools, and individuals. School closures due to lockdowns forced changes in the teaching practices and the learning support provided to children at home. This study aimed to provide insights on the changes between the first and the second lockdowns in Portugal, concerning remote teaching practices and family support to children's education. A self-report questionnaire was filled by 144 parents of third grade students. The results show that, between the two lockdowns, there was a significant (...) decrease in the amount of support provided at home to school assignments and activities, as well as in the amount of time spent by students in TV broadcasted lessons and in reading training supported by the family. Inversely, families reported a significant increase in the amount of time spent by students in independent reading activities and in the time spent in training reading guided by teachers. The number of synchronous lessons with a teacher and the number of times students trained reading during a synchronous lesson also increased in the second lockdown. Additionally, in the second lockdown, parents perceived synchronous lessons to be more effective at improving their child's reading skills and perceived themselves as more capable of supporting their child in reading acquisition. These findings are used to discuss school responses and remote teaching and learning practices during the COVID-19 pandemic. (shrink)

BackgroundInformation and communication technology solutions have the potential to support active and healthy aging and improve monitoring and treatment outcomes. To make such solutions acceptable, all stakeholders must be involved in the requirements elicitation process. Due to the COVID-19 situation, alternative approaches to commonly used face-to-face methods must often be used. One aim of the current article is to share a unique experience from the Pharaon project where due to the COVID-19 outbreak alternative elicitation methods were used. In addition, an (...) overview of common functional, quality, and emotional goals identified by six pilot sites is presented to complement the knowledge about the needs of older adults.MethodsOriginally planned face-to-face co-creation seminars were impossible to carry out, and all pilot sites chose alternative requirements elicitation methods that were most suitable in their situation. The elicited requirements were presented in the form of goal models. In one summary goal model, we provide an overview of common functional, quality, and emotional goals.ResultsDifferent elicitation methods were combined based on the digital literacy of the target group and their access to digital tools. Methods applied without digital technologies were phone interviews, reviews of literature and previous projects, while by means of digital technologies online interviews, online questionnaires, and virtual co-creation seminars were conducted. The combination of the methods allowed to involve all planned stakeholders. Virtual and semi-virtual co-creation seminars created collaborative environment comparable to face-to-face situations, while online participation helped to save the time of the participants. The most prevalent functional goals elicited were “Monitor health,” “Receive advice,” “Receive information.” “Easy to use/comfortable,” “personalized/tailored,” “automatic/smart” were identified as most prevalent quality goals. Most frequently occurring emotional goals were “involved,” “empowered,” and “informed.”ConclusionThere are alternative methods to face-to-face co-creation seminars, which effectively involve older adults and other stakeholders in the requirements elicitation process. Despite the used elicitation method, the requirements can be easily transformed into goal models to present the results in a uniform way. The common requirements across different pilots provided a strong foundation for representing detailed requirements and input for further software development processes. (shrink)

Background Nursing professional values form the basis of nursing interventions and serve as a guide for professional practice, reflecting in all interactions with patients and other healthcare professionals. As nursing professional values constitute powerful influencers in nursing practice, a strong commitment to these values is essential for nursing students to provide high-quality care. Aim To evaluate the impact of high-fidelity simulation training on first-year nursing students’ nursing professional values acquisition. Research design Quasi-experimental study using a longitudinal design with a single (...) group pre- and post-intervention evaluation. Participants and research context 202 first-year nursing students at the Complutense University of Madrid (Spain) participated in the study between September 2023 and May 2024. Their nursing professional values were compared at baseline and after the simulation experience using the “Nurses Professional Values Scale-Revised” (NVPS-R). The acquisition of these values was also evaluated using a verification list during simulation sessions. Five simulated scenarios recreated ethics dilemmas, where students should manage conflictive situations with a standardized patient. Ethical considerations The study was approved by the Research Ethics Committee from the Complutense University of Madrid (reference code: CE_20231116_18_SAL). Results Most of the students (84.87%) acquired the nursing professional values needed to manage adequately simulated ethical dilemmas. Nursing students significantly improved their nursing professional values after the simulation sessions. The effect size was medium for the “professional expertise” and “professional mastery” dimensions, and the total score of NVPS-R, whereas the obtained effect size was small for the “ethics” dimension. Conclusion High-fidelity simulation training using standardized patients allows first-year nursing students to acquire and improve nursing professional values. The inclusion of simulation training programs in nursing study plans to foster nursing professional values is needed to train undergraduate nursing students, providing them with the necessary ethical concepts and principles for their future clinical practice and ensuring high-quality care. (shrink)

De acordo com a interpretação mais comum na literatura filosófica, Donald Davidson – que celebremente afirmou que “uma criatura não pode ter pensamentos a menos que tenha uma linguagem” – nega que criaturas não linguísticas são criaturas pensantes. No entanto, neste artigo argumento que esta interpretação é errada. Analisando atentamente os argumentos de Davidson, procuro mostrar que ele não está a argumentar que criaturas não linguísticas não podem possuir pensamentos; em vez disso, defendo que ele está simplesmente a afirmar que (...) na ausência de linguagem as atribuições de pensamento não podem ser vistas como mais do que meras ficções úteis que permitem explicar com êxito o comportamento daquelas criaturas. (shrink)

How is women’s conception of self affected by the caregiving responsibilities traditionally assigned to them and by the personal vulnerabilities imposed on them? If institutions of male dominance profoundly influence women’s lives and minds, how can women form judgments about their own best interests and overcome oppression? Can feminist politics survive in face of the diversity of women’s experience, which is shaped by race, class, ethnicity, and sexual orientation, as well as by gender? Exploring such questions, leading feminist thinkers have (...) reinvigorated work on the concept of self and personal identity, as demonstrated by the discussions in this insightful volume.The concerns that animate feminist scholarship have prompted feminist philosophers to sideline the theme of individualism and to focus on the theme of intersubjectivity. In conceptualizing the self, the contributors to this volume highlight emotional bonds among people, the stories people tell one another, and the systems of categories and behavioral norms that unite and divide groups of people. Topics addressed include sexual violence and the self, the social self and autonomy, the narrative self and integrity, self-ownership and the body, forgetting yourself and your race, group membership and personal identity, grief and gender, sympathy and women’s diversity, emotion and emancipatory epistemology, and dependency and justice. This volume will be important reading for students of feminist theory, ethics, and social and political philosophy. (shrink)

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We investigate two under-explored factors in mitigating the risk of corporate fraud and regulatory enforcement against fraud, namely institutional investors and political connections. The role of institutional investors in the effective monitoring of a firm’s management is well established in the literature. We further observe that firms that have a large proportion of their shares held by institutional investors have a lower incidence of enforcement actions against corporate fraud. The importance of political connections for enterprises, whether in a developed market (...) such as the United States or an emerging market such as China, has been established by previous studies. However, we find evidence of another positive effect of political connections: they may reduce the incidence of enforcement action against corporate fraud. We also find that political connections play a more significant role in reducing regulatory enforcement incidents against non-state-owned enterprises and firms in weaker legal environments, whereas institutional ownership plays a more important role in reducing regulatory enforcement incidents against state-owned enterprises. (shrink)

Victim's Stories and the Advancement of Human Rights takes on a set of questions suggested by the worldwide persistence of human rights abuse and the prevalence of victims' stories in human rights campaigns, truth commissions, and international criminal tribunals: What conceptions of victims are presumed in contemporary human rights discourse? How do conventional narrative templates fail victims of human rights abuse and resist raising novel human rights issues? What is empathy, and how can victims frame their stories to overcome empathetic (...) obstacles and promote commitment to human rights? How can victims' stories be used ethically in the service of human rights? The book addresses these concerns by analyzing the rhetorical resources for and constraints on victims' ability to articulate their stories and by clarifying how their stories can contribute to enlarged understandings of human rights protections and deepened commitments to realizing human rights. It theorizes the normative content that victims' stories can convey and the bearing of that normative content on human rights. Throughout the book, published victims' stories-including stories of torture, slavery, genocide, rape in wartime, and child soldiering-are analyzed in conjunction with philosophical arguments. This book mobilizes philosophical theory to illuminate victims' stories and appeals to victims' stories to enrich the philosophy of human rights. (shrink)

Feminist Social Thought brings together key articles by prominent feminist thinkers, offering students sophisticated treatment of the theoretical topics central to feminist social thought. This reader highlights salient concerns in contemporary feminist scholarship and the advances feminist philosophers have made. The editor's introduction outlines alternative routes through the text, allowing instructors to easily adapt this reader to their particular courses and the interests of their students. Each article is prefaced with a short introduction by the editor placing it in context, (...) highlighting the principle issues and the conclusions reached. Students will find these headnotes helpful when tackling the challenging theoretical issues addressed. Representing a spectrum of feminist thinking, Feminist Social Thought is organized around seven topics constructions of gender; theorizing diversity; figurations of women; subjectivity, agency and feminist critique; social identity, solidarity and political engagement; care and its critics; and women, equality and justice. Students will be exposed to a wide variety of feminist philosophy and encouraged to think critically about challenging questions around pivotal subjects including * How are gender norms instilled, enforced, and perpetuated? * What are the relationships between gender and other socially demarcated positions such as race, class and sexual orientation? * What resources do women have at their disposal for recognizing their subordination and resisting it? * What goals should feminist politics pursue? * How can social and legal equality be reconciled with difference? (shrink)

Recent liberal moral and political philosophy has placed great emphasis on the good of self-respect. But it is not always evident what is involved in self-respect, nor is it evident how societies can promote it. Assuming that self-respect is highly desirable, I begin by considering how people can live in a self-respecting fashion, and I argue that autonomous envisaging and fulfillment of one's own life plans is necessary for self-respect. I next turn to the question of how societal implementation of (...) rights may affect self-respect, and I urge that discretionary rights, which allow people to decline the benefits they confer, support self-respect more effectively than mandatory rights, which forbid people to refuse the benefits they confer. I conclude by examining the import of these contentions for feminist theory. I believe that my arguments are of particular concern to women because women have traditionally been victimized by a mandatory right to play a distinctively "feminine" role which has undermined their self-respect. (shrink)

Lozano-Vásquez, Andrea y Meléndez, Germán, comps. Convertir la vida en arte: una introducción histórica a la filosofía como forma de vida. Bogotá: Universidad Nacional de Colombia, 2016. 389 pp.

Este trabajo se propone estudiar las características de los paralogismos de composición y división (Retórica II 24.II, 1401a), de la consecuencia (Retórica II 24.VI, 1401b20-30) y de la causa aparente (Retórica II 24.VII, 1401b30-34), de modo de analizar si Eurípides los utiliza en el agón de Andrómaca de los versos 577 a 746 This paper intends to study the characteristics of paralogisms due to composition and division (Rhetoric II 24.II, 1401a), due to consequent (Rhetoric II 24.VI, 1401b20-30), and due to (...) false cause (Rhetoric II 24.VII, 1401b30-34), in order to analyze if Euripides uses them in the agon in Andromache (577-746). (shrink)

I seek to understand the relationship between human vulnerability and human rights as something more than a problem that respect for human rights solves. After characterizing vulnerability and noting that human rights are generally regarded as entitlements that respect the dignity of persons by securing their autonomous agency, I draw out the implications of these premises. I argue that human vulnerabilities are constitutive of the capacity for autonomous agency and therefore that the circumstances of respect for persons must include persons’ (...) vulnerability to many sorts of harms. Given that the opportunity to lead one’s life in one’s own way—that is, the opportunity to exercise autonomous agency—is indispensable to human dignity, respect for persons entails respect for the vulnerability that underwrites autonomous agency. If so, rights-bearers are necessarily vulnerable subjects. I further defend this conception of rights-bearers by arguing that it comports with three types of human rights theory: agency-centered, needs-centered, and practice-based accounts of human rights. (shrink)

This paper clarifies and reflects on the four values that Serene Khader argues feminism can do without in Decolonizing Universalism: independence individualism, personhood individualism, Enlightenment freedom, and gender‐role eliminativism. Persuaded by her condemnation of the view Khader calls “headship complementarianism” and her defense of a different form of gender complementarianism, the paper leaves the question of gender role eliminativism aside. It starts by presenting some concerns about her treatment of Enlightenment freedom, independence individualism, and personhood individualism. It agrees that Enlightenment (...) freedom and independence individualism have no place in feminism. Contrary to Khader, however, it maintains that personhood individualism is necessarily a feminist value. It then shows why the value of women’s autonomy is more central to non‐imperialist feminism than Khader acknowledges. Ultimately, it agrees with Khader that feminism can be both universalist and non‐imperialist provided that these qualifications are adopted. (shrink)

This book is about the status of political equality under global political conditions. The overall aim is to revitalize the debate on the status of political equality in transnational democracy.

O artigo desafia certa interpretação da teoria da justiça rawlsiana que a concebe como um paradigma distributivo-alocativo concentrado na “distribuição de coisas” para pessoas entendidas como “portadoras de coisas”, como objeta Iris Young na sua obra magna. Dada a influência da objeção da filósofa nos debates em teorias da justiça, na primeira seção é reconstruída sua crítica do paradigma distributivo-alocativo dos trabalhos de Rawls. Na segunda seção, com base no artigo divisor de águas de Elisabeth Anderson, é argumentado em que (...) sentido a intuição original de Young acerta no diagnóstico das desventuras dos debates distributivos da época, momento no qual se disputava o sentido do “igualitarismo social” da justiça rawlsiana. Em congruência com o diagnóstico descrito pelas autoras, Rainer Forst condensa suas intuições na célebre distinção das duas “imagens da justiça”: a distributiva-alocativa e a relacional. Ao passo que Forst concorda que no cenário contemporâneo concorre uma imagem da justiça – e do igualitarismo rawlsiano – como uma teoria distributiva-alocativa focada estritamente em distribuir recursos e bens pelas instituições; todavia, Forst argumenta que a justiça rawlsiana melhor se encaixa com a imagem relacional. Para mostrar seus aspectos relacionais, na quarta seção, são reconstruídas três ideias fundamentais de “justiça como equidade”: sociedade, pessoa e sociedade bem-ordenada. (shrink)

Vallier’s analysis of the empirical literature on social trust and political polarization is an admirable attempt to integrate empirical findings into political philosophy. Nonetheless, it may not go far enough toward explicating what is and what is not the problem. The popular understanding of increasing political polarization does not distinguish adequately between various meanings of this claim, distinctions that might have helped to advance Vallier’s theory. In this brief essay I outline two areas that could be usefully incorporated into his (...) arguments. (shrink)

En la década de 1960, en Nicaragua, la revista Ventana, dirigida por los jóvenes universitarios, Sergio Ramírez y Fernando Gordillo, se constituyó en una caja de resonancia política y literaria. Confluyeron en ella el debate político y el reclamo de libertad y de autonomía, en el contexto de la dictadura con una apuesta literaria amplia y cosmopolita. Se dieron cita allí una multiplicidad de autores y textos literarios procedentes de diversas lenguas y culturas.

In this paper I shall offer an account of the authentic self that is compatible with human intrapsychic, interpersonal, and social experience. I begin by examiningHarry Frankfurt’s influential treatment of authenticity as a form of personal integration, and argue that his conception of the integrated self is too restrictive. I then offer an alternative processual account that views integration as the intelligibility of the self that emerges when a person exercises autonomy skills.

“Each and every important work of art leaves traces behind in its material and technique,” Theodor W. Adorno postulates in Aesthetic Theory, as he describes the way a composition is both a result of its own time and reacts critically to the time it belongs to. This quote demonstrates a reversal: rather than merely an expression or an outcome of an artist’s idea, art itself is regarded as a source for change. The work may come to affect its own tools (...) and materials and the social space around it. The primary question of this article is: what is it in musical composition that leaves the traces? This article attempts to move the focus away from discussion of finished works, and instead, depict how composition as a discipline engages in dialogue with its handcraft, historicity, and surrounding social world. I call this aspect of composition that possesses critical potential a lingering reflection. Slow and heteronomous in its nature, it presents a counterpoint to ideas that seem solid, are easily accessible and unquestioned. (shrink)

Given UBI’s performance in poor and rural areas of India and Namibia and its transformative effects on livelihoods, one can foresee a potential for UBI supporting refugees and Internally Displaced Persons rebuild their lives in their country of origin. Furthermore, given UBI’s egalitarian rationale stemming from the idea of a more just society with a minimum level of economic security to all, UBI can be considered a key element of a state’s welfare system, the relevance of which cannot be overstated (...) for countries emerging from conflict. Additionally, the field of international aid has as of recently, for efficiency considerations, started questioning its policies focused on in-kind aid, vouchers, prescribed spending in favor of cash transfers. To test UBI’s potential in post-conflict scenarios, we propose to examine its applicability in Syria, source of today’s largest refugee population. (shrink)

Traducción al español de Grafton, A. (1988). The Availability of Ancient Works. En Schmitt, Ch. B, Skinner, Q., Kessler, E. & Kraye, J. (Eds.),_ The Cambridge History of Renaissance Philosophy_. Cambridge: Cambridge University Press, pp. 767-791.

En la actualidad el número de estudiantes con diversidad funcional que ha ingresado al sistema educativo colombiano es amplio, así pues, el punto neurálgico de esta revolución educativa es transformar paradigmas desde una perspectiva práctica. Aunado a esto, el docente juega un papel fundamental en la inclusión. Esta investigación se orientó a identificar los retos y realidades del docente en contextos escolares colombianos. En este sentido, se planteó partir de una metodología de corte cuantitativo con un diseño no experimental de (...) alcance descriptivo. Destacando que, una escuela para todos no es una utopía, es un espacio de los educandos y para los educandos donde convergen libremente una gama de particularidades y habilidades propias de una escuela humana e igualitaria. (shrink)

This paper considers two accounts of the self that have gained prominence in contemporary feminist psychoanalytic theory and draws out the implications of these views with respect to the problem of moral reflection. I argue that our account of moral reflection will be impoverished unless it mobilizes the capacity to empathize with others and the rhetoric of figurative language. To make my case for this claim, I argue that John Rawls's account of reflective equilibrium suffers from his exclusive reliance on (...) impartial reason. (shrink)

J. David Velleman develops a canny, albeit mentalistic, theory of selfhood that furnishes some insights feminist philosophers should heed but that does not adequately heed some of the insights feminist philosophers have developed about the embodiment and relationality of the self. In my view, reflenvity cannot do the whole job of accounting for selfhood, for it rests on an unduly sharp distinction between reflexive loci of understanding and value, on the one hand, and embodiment and relationality, on the other. 1 (...) conclude that what is missing from Velleman's account is an appreciation of the psycho-corporeal attributes and capabilities embedded in the embodied self and the relational self. (shrink)

This paper critically interrogates the usefulness of the concept of violence regimes for social politics, social analysis, and social theory. In the first case, violence regimes address and inform politics and policy, that is, social politics, both around various forms of violence, such as gender-based violence, violence against women, anti-lesbian, gay and transgender violence, intimate partner violence, and more widely in terms of social and related policies and practices on violence and anti-violence. In the second case, violence regimes assist social (...) analysis of the interconnections of different forms and aspects of violence, and relative autonomy from welfare regimes and gender regimes. Third, the violence regime concept engages a wider range of issues in social theory, including the exclusion of the knowledges of the violated, most obviously, but not only, when the voices and experiences of those killed are unheard. The concept directs attention to assumptions made in social theory as incorporating or neglecting violence. More specifically, it highlights the significance of: social effects beyond agency; autotelic ontology, that is, violence as a means and end in itself, and an inequality in itself; the relations of violence, sociality and social relations; violence and power, and the contested boundary between them; and materiality-discursivity in violence and what is to count as violence. These are key issues for both violence studies and social theory more generally. (shrink)

. The article examines the specifics of the formation of the religious identity of schoolchildren in Lutsk and identifies the main factors influencing this process. The main approaches in defining the concept of religious identity are analyzed. The focus is on ontological, psychological, revealing the individual level of religious identity and sociological approaches, which are represented by confessional and institutional religious identity. Emphasis is placed on the use of a constructivist approach to understanding religious identity through the prism of the (...) process of formation and its transformation. Based on this, the structure of religious identity and its features are described, in particular, it is determined that it is formed individually for each individual and is able to change during life. The peculiarities of the formation of religious identity at a young age and the psychological preconditions of this process are highlighted. The classification of religious identity, its division on individual and collective level is given and analyzed. The role of each of them in the formation of worldview and life principles of the individual, their influence on decision-making and the choice of a particular way of life is described in detail. The process of formation of religious identity, which consists of three levels of self-determination of the individual, is described. Based on the analysis of narrative interviews, the indicators of each of the levels of formation of religious identity of school youth in Lutsk are clarified, the most important factors that determine the process of formation of religious identity at a young age are clarified. These include the influence of the family and the immediate environment, the phenomenon of secularization, the rapid development of science and unimpeded access to the media. The main youth tendencies regarding faith and religion are described, and how they can be replaced. The prevalence of atheistic and agnostic views among schoolchildren, the clear popularity of the nominal Orthodox identity and the real inclusion and awareness of Greek Catholics and Protestants have been established and substantiated. The tendencies of transformation of traditional religion in accordance with modern challenges into the form of private faith of non-institutional character are determined. (shrink)

Background and ObjectiveThe outbreak of Coronavirus Disease 2019 has raised increased challenges for older adults’ personal growth in diverse cultural settings. The aim of this study was to analyze negative emotions and their role on older adults’ self-growth in Mexico, Italy, Portugal, and Spain, during the COVID-19 pandemic. For this purpose, a cross-national qualitative research was carried out.MethodsData were collected from 338 community-dwelling participants aged 65 years and older, using a semi-structured interview protocol. Older adults were asked about negative emotions (...) that significantly contribute to their self-growth during the COVID-19 pandemic. Content analysis was used to identify key themes.ResultsSeven main negative emotions significantly contributed to seven themes of self-growth, across the samples: sharing difficult experiences with others, supportive partner, spiritual practices, engagement with life, generativity, volunteering activities, and intimacy and sexual satisfaction. Sharing difficult experiences with others was most pertinent to Mexican and to Italian participants, and a supportive partner to Portuguese, and to Spanish participants.ConclusionThe findings of this study indicate that negative emotions during the COVID-19 pandemic contributed to their older adults’ self-growth. This study highlighted the cultural diversity of experiences during the pandemics and underlined the upside of negative emotions and its relation to older adults’ self-growth during this period. (shrink)

Part II. Section 4. Autonomy Competency: Meyers takes John Rawls to task for giving a superficial account of autonomy. Endorsing deliberative rationality, he furnishes no account of how to achieve it. Meyers argues that her conception of autonomy competency fills the gap in Rawls's theory. Moreover, it is compatible with the emotional bonds of a relational self, and, acknowledging human fallibility, it provides an account of how autonomous people can recognize and correct their missteps. In the context of a critique (...) of Michael Sandel's distinction between the cognitive self and the voluntarist self, Meyers shows that autonomy competency allows for individual control and innovation without denying the social situatedness of the autonomous subject. (shrink)