Legal ethics, particularly at undergraduate level, should incorporate the expertise and teaching of someone outside traditional legal education and professions. Most appropriately, legal ethics education should involve an applied ethicist. Whilst lawyers are very good at identifying critical legal issues, it is the ethical issues that are of concern here. I therefore propose that because laws often have a deep-rooted ethical foundation and students need to appreciate this to truly understand the aim, nature and objective of the relevant law, legal (...) ethics should be taught in cooperation with an applied ethicist. I begin by creating a foundation for my argument about using an applied ethicist by addressing ethics teaching at undergraduate level. Next, I make a case for ethics teaching beyond professional ethics and teaching to codes of conduct. It is at this juncture, in the third section, where I explain the benefits of involving an applied ethicist in legal education. Finally, I will address possible concerns related to integrating an applied ethicist into Law School teaching. (shrink)

When applied in the health sector, AI-based applications raise not only ethical but legal and safety concerns, where algorithms trained on data from majority populations can generate less accurate or reliable results for minorities and other disadvantaged groups.

Background: Development of professional nursing values is critical within registered nurse–to–bachelor of science in nursing programs to prepare nurses for increasingly complex and diverse work environments. The results of previous studies have been inconsistent, with few studies focusing on online registered nurse–to–bachelor of science in nursing programs. In addition, little is known regarding the effectiveness of the educational methods used to support advancement of professional values and ethical practice. Objective: The object of this study was to gain an understanding of (...) nursing students’ attitudes and beliefs about professional values at entry and exit of an online registered nurse–to–bachelor of science in nursing program that includes a standalone ethics course and integrates American Nurses Association Code of Ethics provisions throughout the curriculum. Research design: For this one-group pretest–posttest, quasi-experimental design, longitudinal matched-pair data were gathered at program entry and exit using the Nurses Professional Values Scale–Revised. Participants and research context: In all, 119 students of an online registered nurse–to–bachelor of science in nursing program at a Midwest public university who completed entry and exit surveys between spring 2015 and spring 2018 were included in this study. Ethical considerations: This study was reviewed and determined to be exempt by the university’s institutional review board. Findings: The results showed a significant increase in total posttest scores when considering all participants. However, students who took the ethics course after the pretest demonstrated a significant increase in posttest scores, while students who took the ethics course prior to the pretest demonstrated a small increase that was not statistically significant. Significant increases were also found in the professionalism, activism, and trust factors. Discussion: This study supports previous study findings where students scored higher on caring and lower on activism and professionalism factors. The largest gains were made after completing the ethics course. Conclusion: The results suggest that requiring a standalone ethics course in the registered nurse–to–bachelor of science in nursing curriculum had a positive impact on self-reported professional values. (shrink)

Against the backdrop of cultural and political ideals, this article highlights both the significance of mental health nursing in meeting population needs and the regulatory barriers that may be impeding its ability to adequately do so. Specifically, we consider how ambiguous notions of ‘proficiency’ in nurse education—prescribed by the regulator—impact the development of future mental health nurses and their mental health nursing identity. A key tension in mental health practice is the ethical‐legal challenges posed by sanctioned powers to restrict patients' (...) freedom at the same time as the desire (and obligation) to promote patients' self‐determined recovery. The genericism of the UK's Future Nurse Standards do little to prepare mental health nurses to navigate the tensions that ensue. This has consequences for nurses and patients alike, as both risk experiencing the distress and dissonance that attends giving or receiving poor care. We argue that more needs to be done to enable mental health nurses to define and articulate the nuances of the profession as part of becoming critical, thoughtful and confident practitioners. Educators can contribute to this mission by aligning curriculum, pedagogy and assessment to create meaningful opportunities for mental health nursing students to engage with the complexities of mental health nursing practice. Without this, the credibility of the profession will continue to be questioned; its future uncertain. (shrink)

The examination of the complex cell biology of the human malaria parasite Plasmodium falciparum usually relies on the time‐consuming generation of transgenic parasites. Here, metabolic labeling and click chemistry are employed as a fast transfection‐independent method for the microscopic examination of protein S‐palmitoylation, an important post‐translational modification during the asexual intraerythrocytic replication of P. falciparum. Applying various microscopy approaches such as confocal, single‐molecule switching, and electron microscopy, differences in the extent of labeling within the different asexual developmental stages of P. (...) falciparum and the host erythrocytes over time are observed. (shrink)

The United States has become an ideal marketplace for those seeking selective technologies that are illegal, inaccessible, or unavailable in their own countries. Specifically, technologies such as commercial egg donation, preimplantation genetic diagnosis, and sex selection are prohibited or highly regulated in many nations, but remain legal and largely unregulated in the United States. Based on in-depth interviews with US fertility industry providers, including physicians and egg donor and surrogate brokers, this article analyzes how the ideologies of genetic determinism and (...) consumer choice are embedded in the industry. These are transformed into competitive advantages that may appeal to foreign nationals unable to acquire the technologies, services, and reproductive materials to which they feel entitled. Regardless of providers’ particular attitudes regarding the uses of selective technologies, their overall practice reinforces intended parents’ desires to have some control over their potential children’s appearance, temperament, abilities, and behavior. Despite other nations’ laws and policies, ideologies supportive of the use of selective technologies do not, obviously, end at the US borders, and the globalization of communications, media, and transportation technologies enable their spread. (shrink)

As clinical trials end, little is understood about how participants exiting from clinical trials approach decisions related to the removal or post-trial use of investigational brain implants, such as deep brain stimulation (DBS) devices. This empirical bioethics study examines how research participants experience the process of exit from research at the end of clinical trials of implanted neural devices. Using a modified grounded theory study design, we conducted semi-structured, in-depth interviews with 16 former research participants from clinical trials of DBS (...) and responsive neurostimulation (RNS). Open-ended questions elicited motivations for joining the trial, understanding of study procedures at the time of initial informed consent, the process of exiting from research, and decisions about device removal or post-trial device use. Thematic analysis identified categories related to: limited preparedness for the end of research participation, straightforwardness of decisions to explant or keep the device, reconciling with the end of research participation, reconciling post-trial expectations, and achieving a sense of closure after exit from research. A preliminary theoretical model describes contextual factors influencing the process and experience of exit from research. Experiences of clinical trial participants should guide research practices to enhance the ethical design and conduct of clinical trials in DBS and other brain devices. (shrink)

_Challenging the central place that “practices” have recently held in Christian theology, Lauren Winner explores the damages these practices have inflicted over the centuries_ Sometimes, beloved and treasured Christian practices go horrifyingly wrong, extending violence rather than promoting its healing. In this bracing book, Lauren Winner provocatively challenges the assumption that the church possesses a set of immaculate practices that will definitionally train Christians in virtue and that can’t be answerable to their histories. Is there, for instance, an (...) account of prayer that has anything useful to say about a slave‑owning woman’s praying for her slaves’ obedience? Is there a robustly theological account of the Eucharist that connects the Eucharist’s goods to the sacrament’s central role in medieval Christian murder of Jews? Arguing that practices are deformed in ways that are characteristic of and intrinsic to the practices themselves, Winner proposes that the register in which Christians might best think about the Eucharist, prayer, and baptism is that of “damaged gift.” Christians go on with these practices because, though blighted by sin, they remain gifts from God. (shrink)

O envelhecimento populacional é uma preocupação mundial e exige medidas de prevenção de saúde a serem adotadas com a maior brevidade possível. Esse processo é, muitas vezes, acompanhado pelo declínio das habilidades cognitivas, como a memória e as funções executivas. O objetivo do presente estudo é ..

The ethical recruitment of participants with neurological disorders in clinical research requires obtaining initial and ongoing informed consent. The purpose of this study is to characterize barriers faced by research personnel in obtaining informed consent from research participants with neurological disorders and to identify strategies applied by researchers to overcome those barriers. This study was designed as a web-based survey of US researchers with an optional follow-up interview. A subset of participants who completed the survey were selected using a stratified (...) purposeful sampling strategy and invited to participate in an in-depth qualitative interview by phone or video conference. Data were analyzed using a mixed methods approach, including content analysis of survey responses and thematic analysis of interview responses. Over 1 year, 113 survey responses were received from US research personnel directly involved in obtaining informed consent from participants in neurological research. Frequently identified barriers to informed consent included: cognitive and communication impairments (e.g. aphasia), unrealistic expectations of research participants, mistrust of medical research, time constraints, literacy barriers, lack of available social support, and practical or resource-related constraints. Strategies to enhance informed consent included: involving close others to support participant understanding of study-related information, collaborating with more experienced research personnel to facilitate training in obtaining informed consent, encouraging participants to review consent forms in advance of consent discussions, and using printed materials and visual references. Beyond conveying study-related information, researchers included in this study endorsed ethical responsibilities to support deliberation necessary to informed consent in the context of misconceptions about research, unrealistic expectations, limited understanding, mistrust, and/or pressure from close others. Findings highlight the importance of training researchers involved in obtaining informed consent in neurological research to address disease-specific challenges and to support the decision-making processes of potential research participants and their close others. (shrink)

This grounded study investigated the negotiation of authorship by faculty members, graduate student mentors, and their undergraduate protégés in undergraduate research experiences at a private research university in the northeastern United States. Semi-structured interviews using complementary scripts were conducted separately with 42 participants over a 3 year period to probe their knowledge and understanding of responsible authorship and publication practices and learn how faculty and students entered into authorship decision-making intended to lead to the publication of peer-reviewed technical papers. Herein (...) the theoretical model for the negotiation of authorship developed through the analysis of these interviews is reported. The model identifies critical causal and intervening conditions responsible for the coping strategies faculty and students employ, which, in our study, appear to often produce unfortunate consequences for all involved. The undergraduate student researchers and their graduate student mentors interviewed in this study exhibited a limited understanding of authorship and the requirements for authorship in their research groups. The power differential between faculty and students, the students’ limited epistemic development, the busy-ness of the faculty, and the faculty’s failure to prioritize authorship have been identified as key factors inhibiting both undergraduate and graduate students from developing a deeper understanding of responsible authorship and publication practices. Implications for graduate education and undergraduate research are discussed, and strategies for helping all students to develop a deeper understanding of authorship are identified. (shrink)

Poor Eliza -- Pax Americana : the case of Show boat -- National brands, national body : Imitation of life -- Uncle Sam needs a wife : citizenship and denegation -- Remembering love, forgetting everything else : Now, voyager -- "It's not the tragedies that kill us, it's the messes" : femininity, formalism, and Dorothy Parker -- The compulsion to repeat femininity : Landscape for a good woman and The life and loves of a she-devil.

My aim is to respond to the charge that Gadamer has not been specific enough about a positive account of Truth in Truth in Method. Rather than denying this charge, however, I turn to his writings on Plato in order to develop a more detailed and viable conception of Truth. At the same time, I also seek to show how Gadamer's Truth project relies on, but is not reducible to, Heidegger's notion of aletheia. Assessing Gadamer's Truth project in terms of (...) both Plato and Heidegger results in the claim that Gadamer replaces Heidegger's onto-hermeneutic view of Truth with an ethico-hermeneutic one. What is distinctive about Gadamer's ethico-hermeneutic notion of Truth is that it is characterized by a two-step movement of self away from self and toward another, followed by a Heimkehr. In other words, if we are going to speak about the radicality of Gadamer's Truth project, we must read it as validating the generalization of hermeneutics that is witnessed in its fundamental concern with the Truth of understanding beings, rather than true interpretations of texts as such. The paragon movement of Truth, for Gadamer, is the understanding that occurs with another in light of the Good. (shrink)

The effects of the present COVID-19 crisis transcend national and social borders, requiring all of us to adapt to ever-changing, unprecedented circumstances. While in some respects these experiences are shared, the impact of the crisis has been disproportionately harmful for those who were already socially vulnerable: low-income people and workers who are precariously employed, people with disabilities and chronic health issues, unhoused people, people who depend on now-defunct public services, and, as will be the focus of this paper, incarcerated people.In (...) response to the pandemic, state, local, and federal governments have enacted policies that would be politically unthinkable in normal circumstances. The US... (shrink)

This chapter contains section titled: Principles New Principle Learning Feng's Histories of Chinese Philosophy and New Principle Learning Problems of a Modern Confucian Rationalist.

ABSTRACT:Corporate social responsibility has been hailed as a new means to address gender inequality, particularly by facilitating women’s empowerment. Women are frequently and forcefully positioned as saviours of economies or communities and proponents of sustainability. Using vignettes drawn from a CSR women’s empowerment programme in Ghana, this conceptual article explores unexpected programme outcomes enacted by women managers and farmers. It is argued that a feminist Foucauldian reading of power as relational and productive can help explain this since those involved are (...) engaged in ongoing processes of resistance and self-making. This raises questions about the assumptions made about women and what is it that such CSR programmes aim to empower them ‘from’ or ‘to.’ Empowerment, when viewed as an ethic of care for the self, is better understood as a self-directed process, rather than a corporate-led strategy. This has implications for how we can imagine the achievement of gender equality through CSR. (shrink)

According to grounded cognition, words whose semantics contain sensory-motor features activate sensory-motor simulations, which, in turn, interact with spatial responses to produce grounded congruency effects. Growing evidence shows these congruency effects do not always occur, suggesting instead that the grounded features in a word's meaning do not become active automatically across contexts. Researchers sometimes use this as evidence that concepts are not grounded, further concluding that grounded information is peripheral to the amodal cores of concepts. We first review broad evidence (...) that words do not have conceptual cores, and that even the most salient features in a word's meaning are not activated automatically. Then, in three experiments, we provide further evidence that grounded congruency effects rely dynamically on context, with the central grounded features in a concept becoming active only when the current context makes them salient. Even when grounded features are central to a word's meaning, their activation depends on task conditions. (shrink)

Although case-based training is popular for ethics education, little is known about how specific case content influences training effectiveness. Therefore, the effects of (a) codes of ethical conduct and (b) forecasting content were investigated. Results revealed richer cases, including both codes and forecasting content, led to increased knowledge acquisition, greater sensemaking strategy use, and better decision ethicality. With richer cases, a specific pattern emerged. Specifically, content describing codes alone was more effective when combined with short-term forecasts, whereas content embedding codes (...) within context was more effective when combined with long-term forecasts, leading to greater knowledge acquisition and sensemaking strategy use. (shrink)

The year 2020 has yielded twin crises in the United States: a global pandemic and a public reckoning with racism brought about by a series of publicized instances of police violence toward Black men and women. Current data indicate that nationally, Black Americans are three times more likely than White Americans to contract Covid-19, a pattern that underscores the more general phenomenon of health disparity among Black and White Americans. Once exposed, Black Americans are twice as likely to die of (...) the virus. Unsurprisingly, Black Americans report higher levels of fear of Covid-19 than their White peers, but they also report higher levels of hesitancy toward a Covid-19 vaccine. This paper explores why this apparent discrepancy exists. It also provides practical recommendations for how government and public health leaders might address vaccine hesitancy in the context of the twin crises of 2020. (shrink)

In this paper, I identify a form of epistemic insensitivity that occurs when someone fails to make proper use of the epistemic tools at their disposal in order to bring their beliefs in line with epistemically relevant evidence that is available to them. I call this kind of insensitivity agential insensitivity because it stems from the epistemic behavior of an individual agent. Agential insensitivity can manifest as a failure to either attend to relevant and available evidence, or appropriately interpret evidence (...) that is attended to. The concept of agential insensitivity allows us to conceptualize the kind of not-knowing involved in forms of ignorance that are cultivated and maintained by individual agents, especially when this ignorance is enabled or encouraged by social structures. I use the skepticism about racial disparities in policing practices that is displayed by many white Americans as a lens for exploring this connection. Understanding agential insensitivity thus provides insight into both social and epistemic phenomena. (shrink)

A quoi ressemblerait une société vraiment féministe? L'identité, la sexualité, l'amour et la parentalité se vivraient sans contrainte ni injonction. La réponse aux crimes serait la réparation et non l'exclusion. L'attention au soin changerait notre relation au travail. L'écoféminisme nous ferait entrer dans une relation non prédatrice à la nature. Les théoriciennes féministes ont développé, depuis des siècles, suffisamment d'outils pour modifier en profondeur chaque pan de la société, au-delà des relations femmes-hommes. Appliquer un programme féministe à la société, c'est (...) redéfinir le sens d'aimer, d'éduquer, de juger, de produire, de vivre même. Dans cet essai, qui entrecroise vulgarisation des pensées féministes et récit intime, je vous propose des solutions pour répondre aux urgences de l'époque et bâtir un futur désirable. La bonne nouvelle, c'est que ce futur est déjà là. (shrink)

Name der Zeitschrift: Cognitive Linguistics Jahrgang: 26 Heft: 4 Seiten: 583-612.

Glowing (MacLure, 2010; Pitt & Moss, 2019): the imagined silences that might be threaded throughout the SI pieces, introduced in Greg Misiaszek’s tour de force.How do the silences connect, what mig...

Despite calls for the inclusion of the body, emotion, and sociality into music education theory and practice, the complex interplay of these aspects of being remains largely unarticulated and ignored. Deleuze and Guattari assert the importance of ongoing interconnections, arguing that multiplicities rather than singularities comprise humans. In this paper, I begin by drawing on their ideas to propose a human ontology based on the inseparability of cognition, embodiment, emotion, and sociality, positing that these four aspects enable and influence musical (...) experiences. Next, I use Deleuze and Guattari’s philosophical figuration of a body without organs to explain how the integration of these four qualities can serve to complicate rather than simplify our understanding of ourselves, our musical endeavors, and our music teaching. Lastly, I offer that teachers might begin engaging their inseparably cognitive, embodied, emotional, and social students in musicking by embracing the ongoing processes of complicating, considering, and connecting. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:I Didn’t Like It, but I Recommend It: An Undergraduate Reflects on Contemplation in the ClassroomLauren RodgersWhile taking Introduction to World Religions as a first-year college student, I became acutely aware that my preconceived notions about religions were often wrong, and I had been oblivious to the diversity and complexity of the traditions I began to study. During subsequent semesters, I studied Judaism, Islam, and Hinduism, and during the (...) spring semester of my junior year I was happy to add Buddhism to my schedule. In that class, I not only examined manifold Buddhist teachings and histories, but engaged in a form of Buddhist practice, too. Four days a week, my fellow students and I arranged our zafus in a straight line, bowed, and adjusted our postures to commence fifteen to twenty minutes of zazen. By the end of the semester, I concluded that although I am very ambivalent about this meditation practice, I nonetheless believe that contemplative practices can be valuable tools in the academic setting.Because we were partaking in a religious practice in an academic setting, there were possibilities for ethical conflicts. My professor raised these and we discussed them several times during the first half of the semester, before we collectively agreed to give zazen a try. The only Buddhist in the room was my professor, so I agree that it was essential for her to stress that zazen was optional, and that if anyone felt uncomfortable in any way, it was okay to opt out. My professor reiterated this several times. I am not a follower of any religious tradition, so I did not have any conflicting feelings. Several of my classmates were Christian, but, like me, most were excited to give it a try. I think there was no sense of conflict because Buddhism involves a lot of practices geared toward developing insight on the basis of experience, and zazen does not require belief in a higher power. Buddhism does acknowledge the existence of gods, but they are irrelevant to the spiritual path. Also, my professor is an ordained Zen priest, and therefore very familiar with zazen. I did not have any doubts that we were taught an authentic practice by someone qualified to teach it.Just as there was no pressure to participate, I did not feel that I was forced to like zazen or hold back any feelings of opposition; I was free to express how I felt and why. At first I did not like it because it hurt my back, and instead of sitting there in pain [End Page 119] every day, I let my professor know and she helped me make some adjustments to my posture. But I disliked meditation for other reasons, as well. I rarely, if ever, was able to stop my mind from being like a monkey on a jungle gym. As we sat, we repeatedly counted to ten and fixed our gaze on a spot in front of us. I was told that it is natural for my mind to bounce around and wander off while counting, but I did not expect it would happen before I got to four. Adding to my frustration was the fact that 70 percent of the time, my thoughts were focused on all of the work that I needed to get done before the end of the day. Even though I only sat for fifteen minutes, I got antsy and staying still was not helpful. It makes me wonder, though, whether or how my feelings would change if I did zazen in the summer when my stress levels are way down. Or what if I meditated for more than fifteen minutes? How long would it take before my mind settled down? Would it get worse?Although my restlessness was not the most pleasant experience, I did have days where I found meditation helpful personally. In addition to zazen, we also tried walking meditation, and on nice days we meditated outside near a waterfall on campus. The sound of the water was really soothing, and I noticed that my mind wandered much less. Sometimes it was a relaxing break during the day, and even if I... (shrink)