ABSTRACTSome people might argue that there are already too many different documents, guidelines, and regulations in bioethics. Some overlap with one another, some are advisory and lack legal force, others are legally binding in countries, and still others are directed at narrow topics within bioethics, such as HIV/AIDS and human genetics. As the latest document to enter the fray, the UNESCO Declaration has the widest scope of any previous document. It embraces not only research involving human beings, but addresses broader (...) concerns in medicine and healthcare. The UNESCO draft declaration has some minor weaknesses, but on the whole, the strengths outweigh the weaknesses. One weakness is that some items in the draft are stated in a way that is too restrictive, thereby appearing to rule out legitimate activities. A strength of the Declaration is that it is relatively brief, yet at the same time contains sufficient detail to make it something more than a rehearsal of mere pieties. As the most recent of the numerous bioethics and human rights documents, the UNESCO draft draws on many of the earlier documents and also includes some of the most recent thinking about ethical norms and obligations. Perhaps its greatest strength lies not in details of the principles or their implementation, but rather in its stature as an international declaration issued by a United Nations organization. (shrink)

In this article I explore some statistical difficulties confronting going conceptions of ‘group’ as understood in accounts of group selection. Most such theories require real groups but define the reality of groups in ways that make it impossible to test for their reality. There are alternatives, but they either require or invite a nominalism about groups that many theorists abjure.

Some philosophers are optimistic about progress in philosophy (e.g., Stoljar 2017), whereas other philosophers have more pessimistic views about philosophical progress in comparison to scientific progress (e.g., Chalmers 2015). As far as scientific progress is concerned, there is no question among philosophers of science that science does make progress. Instead, the question philosophers of science are primarily concerned with is this: what is the basic unit of scientific progress? Does science make progress by approximating truth, accumulating knowledge, increasing understanding, (...) or solving problems? Mizrahi (2021; 2022) attempts to approach this question about scientific progress empirically. Using computational, corpus-based methods, Mizrahi (2021; 2022) analyzes a large corpus of scientific publications to find out whether practicing scientists talk about the aim(s) or goal(s) of scientific research in terms of truth, knowledge, understanding, or solutions in their academic publications. In this chapter, we attempt to do the same with respect to philosophical progress. That is, using computational, quantitative, and corpus-based methods, we address the following question empirically. When they talk about the aim(s) or goal(s) of academic philosophy in their academic publications, which of the following terms do academic philosophers use more frequently: ‘truth’, ‘knowledge’, ‘understanding’, or ‘solution’? Overall, the results of this quantitative, corpus-based study suggest that there is significantly more truth talk than knowledge talk, more knowledge talk than understanding talk, and more understanding talk than solution talk around progress terms in academic articles published in philosophy journals. (shrink)

Background: Moral distress has been experienced by about 67% of critical care nurses which causes many complications such as job dissatisfaction, loss of capacity for caring, and turnover for nurses and poor quality of care for patients as well as health system. Objective: The purpose of this research was to provide a moral empowerment program to nursing directors, school of nursing, and the heads of hospitals to reduce moral distress in nurses and improve the quality of care. Methods: This research (...) was a randomized clinical trial conducted in two groups and three stages before, after 2 weeks, and 1 month after the intervention in order to evaluate the changes in moral distress of 60 nurses working in adults’ intensive care unit wards of Al-Zahra teaching hospital of Isfahan University of Medical Sciences. Data were collected using the standard Hamric’s Moral Distress Scale (2012) and analyzed using SPSS software version 22. Ethical considerations: This study was approved by the Ethics Committee of Isfahan University of Medical Sciences, Isfahan, Iran. Results: Results showed that in the three stages, there was no significant difference between the mean score of moral distress before (4.12 ± 2.70), 2 weeks after (4.23 ± 2.70), and 1 month after the intervention (4.04 ± 2.54) in the control group (p > 0.05), while in the experimental group, there was a significant difference between the three stages (p 0.05). However, this score significantly decreased 1 month after the intervention (2.64 ± 2.23; p < 0.05). Conclusion: In this research, it was observed that moral empowerment program has been effective in reducing the mean score of moral distress. Therefore, it is recommended that nursing managers and hospital directors implement empowerment program, in order to reduce the moral distress of nurses and improve the quality of care. (shrink)

In a review of the cell biology and heredity studies of 1900–1910, Bernardino Fantini argues that the choice of an experimental subject or organism was crucial in opening up new discoveries and new theories for specific fields of research.69 Thinking on a broader level, Bütschli expressed a similar view when he stated that an understanding of the true nature and structure of the “elementary organism” was crucial to the whole of biology. In this article we have traced the impact of (...) Bütschli's unicellular model of protozoa up to the general acceptance of the eukaryotic cell as nature's primary organism. We have also seen that Bütschli's vision in the Studien gave birth to Protistenforschung and Zellforschung, sister sciences whose task it was to further and integrate knowledge of the living cell. Of necessity, we have confined ourselves to German scientific developments. However, our attempt to recapture and define the unity and meaning of a biology of the “cell-microcosm” has given us pause to reconsider the development and nature of Wilhelmian biological science. (shrink)

Aim To synthesize qualitative research on perspectives and understandings of Intensive Care Unit (ICU) patients, family members, and staff regarding respect and dignity in ICU, in order to explore the connotations and meanings of respect and dignity in ICU. Design A qualitative meta-synthesis. Methods The Chinese and English databases were systematically searched, including PubMed, Web of Science, CINAHL, Embase, Cochrane Library, CNKI, Wangfang Data, VIP, and CBM from each database’s inception to July 22, 2023. Studies were critically appraised using (...) the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Qualitative Research. Qualitative data were extracted, summarized, and meta-synthesized. (PROSPERO: CRD42023447218). Results A total of 9 studies from 6 countries were included in the meta-synthesis. Thirty-six main themes and 67 sub-themes were extracted, which were eventually integrated into 9 categories and 4 themes: (1) integrity of humanity; (2) autonomy; (3) equality; (4) environmental support. Conclusion To maintain patient dignity, it is necessary to create an environment of respect within the ICU where healthcare professionals uphold the concept of preserving human integrity and respect patients' autonomy and equality. Healthcare professionals need to value the dignity of ICU patients and treat them as unique individuals during treatment and care. Hospital managers should also strive to create a respectful environment to provide environmental support for dignity care implementation. (shrink)

Philosophers of education rely on a set of concepts. They refer to students, teachers, learners, schools, classrooms, etc. to theorize about what education is and ought to be. In employing these concepts, however, two ambiguities arise: variation among conceptualizations and gaps between a conceptualization of a thing and the normative valence it holds. A concept can refer both to the thing as it is and the thing as it ought to be. The author proposes a different approach that, rather than (...) resting on a normative account of higher education institutions--about which institutional actors can reasonably disagree--looks to what is true of students descriptively: students are necessary for and to the institution such that the institution can only be for them through their own participation. This institution exists because of students; they are the institutional functional unit. The author explores this underexamined conceptualization of students as the institutional functional unit. (shrink)

This paper examines the idea of an extended unit of action, which is the idea that the reasons for or against an individual action can depend on the qualities of a larger pattern of action of which it is a part. One concept of joint action is that the unit of action can be extended in this sense. But the idea of an extended unit of action is surprisingly minimal in its commitments. The paper argues for this (...) conclusion by examining uses of the idea of an extended unit of action in four theoretical contexts. It also explains why the idea of an extended unit of action need not involve magical thinking, and discusses possible replies to an objection based on a worry about recklessness. (shrink)

All creative processes begin by establishing an end goal, the realization of a vision to be. This intended purpose is the one directing a creator’s (or an author’s) experience of immersion in a thorough process of exploration. This process establishes the author’s ontological positioning and their relationship to the desired end result. Moreover, immersion in exploration creates space for identifying the best methods for uncovering and acquiring the knowledge to help refine this ontological positioning. Beliefs and attitudes in relation to (...) the process of bringing the vision to life begin to more clearly emerge, building the grounds for epistemological inquiry. These personalized learning tools help inform the decisions made in the selection of the instruments and methods deemed appropriate for creative production. Alternatively, they can equally help in the selection of the right tools for scientific analysis and subsequent theory building. Thus, the scope of the intended result becomes more visibly delineated, regardless of its scientific or artistic nature. Finally, the ensuing strengths and limitations of these final products create a direct line of communication between the creator and the intended audience. Critiques and interpretations of the works are then issued by the public, in a dialogue that can continuously assess and reappraise these visions over time. In other words, differences in the work of creators and researchers, artists and academics begin to blur. Their projects, ideas or theories are meant to be sent out into the world in the hopes of either revealing something novel or in the hope of offering solutions to an existing predicament. Sometimes, the intended result is to spark inspiration. Other times, the work is meant to merely soothe, to offer relief of some kind. Hopefully, all proposed goals take place concurrently. (shrink)

The human behavior of listening to and playing music has existed since prehistoric times. Music is often valued for the emotions it generates, and listening to music can boost mood and increase well-being. In this chapter, we dive into the “neuroaesthetics of music” in a deeper sense and explore why music is so appealing to us (aesthetically speaking) and what is happening in the neuronal levels of our brain when we listen to music.

We suggest a common ground for alternative proposals In different domains of cognitive science which have previously seemed to have little in common. The underlying common theme is associated with a redefinition of the basic unit of analysis in each domain of thought. Our framework suggests a definition of unity which is based not on inherent properties of the elements constituting the unit, but rather on dynamic patterns of correlation across the elements. We introduce a set of features (...) that characterize the new dynamic units, and distinguish them from traditional units of analysis. A conceptual connection is made with the identification of elementary units in modern physics theories, as well as with concepts and structures in the study of complex dynamical systems and connectionism. The paper analyses the evolution of the concept of unit in different domains of thought in cognitive science, and examines the proposed framework of “dynamic unity” with regard to various theoretical problems within each domain. The particular cognitive science issues discussed in the paper include: (1) the binding problem in the brain; (2) the mental unit of conceptual organization; (3) defining ‘wordhood’ in linguistics; and (4) identifying the unit of cognition in the natural environment. (shrink)

This chapter explores the practice of neuroaesthetics research, highlighting its collaborative nature and its applications in both artistic and academic settings. It proposes problem-based learning (PBL) as a suitable technique for neuroaesthetics research, emphasising its value in transforming researchers' perspectives and interactions. The benefits and challenges of using PBL are examined in the context of collaborative artistic projects, as well as in the classroom and Humanities research. The chapter also addresses emerging issues concerning copyrights, ethics, and permissions in PBL collaborations.Overall, (...) the authors provide general considerations on PBL usage that will appeal to both specialists and non-specialists in the field. They present the technique of problem-based learning as essentially suited for neuroaesthetics research and point out the value of PBL principles in terms of lifestyles and social habits. (shrink)

This section contains instructions for undertaking a small dance experiment and then analysing the collected data using mixed and factorial analyses of variance (ANOVAs). The instructions are presented in a step-by-step format with a description of tasks at each step and accompanying examples. Some of the experiment materials are also given at the end (the IRI and IOS questionnaires). This Lab is intended as a practical demonstration of concepts introduced in Lesson 1, which precedes it.

Artificial intelligence, also known as AI, is the ability of a program to think, store information, perform human tasks, and learn from experience. The domain of artificial intelligence has significantly evolved over the past decades, founding applications in almost every field of individual and collective lives. Computer systems able to perform tasks normally requiring human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages, are now informing our daily routine. The constant improvement of this technology has recently (...) taken a leap in the direction of generating empathic AI: artificial machines programmed to interact with users’ emotions. But is it really possible to develop an empathic artificial agent? Can users in their turn develop an emotional engagement with artificial beings? The present essay analyzes the most recent developments in the field of human–AI interactions in order to provide tentative answers to these questions. (shrink)

In this laboratory, we will apply Problem-Based Learning (PBL) techniques to focus on understanding the relevance and appropriateness of neuroaesthetics research methods. A series of tasks, about PBL in Neuroaesthetics. You will find relevant information necessary for giving your own reasoned answers to the questions:What is Neuroaesthetics?What does Neuroaesthetics do?Why study Neuroaesthetics?How will we put into practice what we have learned/what we will learn in this discipline?

This chapter shows how a neuroscientific approach can contribute to understanding aesthetical phenomena We also discuss challenges and clear limitations of neuroscientific approaches. As in most psychologically rooted research questions, we cannot gain a comprehensive picture without taking further layers of analysis into account. Most importantly, every aesthetic phenomenon always has different layers that are linked with sensory, cognitive, and affective processes. Furthermore, these processes are essentially modulated by personality factors and situational and task-dependent demands which are embedded in cultural (...) contexts. If we try to combine information from different levels, we can see the benefit of neuroscientific data in terms of the timing of subprocesses, which parts of the brain are involved in the processing, and, most importantly, how specific brain regions communicate with each other at which time. This will inform aesthetic researchers to identify areas for future research and development and how to combine interdisciplinary forces to create more complex, holistic, and profound insights into deeper aesthetic experiences such as the experience of art. (shrink)

Cards are printed out and laminated to make up a deck of high-quality cards consisting of 5 feminized prototypes (f), 5 masculinized prototypes (m), one Jesus prototype (jp), one male prototype (mp), and one female prototype (fp). The images can be marked for their category on the backside for easy reading of the results. The reason for using personalized prototypes is to make the task less obvious.

You will get a list of servers. Select a server that is close to your country.

Why are we fascinated by flowers? Why are we fascinated by synchronous dance? What do they have in common? The overview on Symmetry Research in Neuroaesthetics discusses the importance of studying aesthetic primitives in holistic contexts. Using the current results on symmetry preference from various fields, one of the better-understood aspects of aesthetic preference, this overview highlights what we can hope to achieve by thoroughly applying neuroaesthetic research methods and how results in this field can contribute to the understanding human (...) behaviour at the phylogenetic scale. (shrink)

Near where you live, there may be a park with one or more statues or busts of famous people. Take a trip there, or to a museum where photography is allowed. Stand in front of the statue and, first, take a photograph of the depicted person from the front, as shown in this photo.

This chapter offers an introduction to lab-based science research by delving into the basics of experimental research planning: research designs, statistical power, and selection of the number of participants required for a planned experiment. The theoretical points are illustrated with elements from a pilot study on empathy and closeness in partnered dance developed at Goldsmiths, University of London, entitled ‘Pilot Studies on Empathy and Closeness in Mutual Entrainment/Improvisation vs. Formalised Dance with Different Types of Rhythm (Regular, Irregular, and No Rhythm) (...) and Coupling Visual, Haptic, Full Coupling): Building a Case for the Origin of Dance in Mutual Entrainment Empathic Interactions in the Mother–Infant Dyad’ (Balinisteanu, 2023). (shrink)

Neuroaesthetics seeks to unravel the neural mechanisms underlying both bottom-up and top-down processes in perception. By studying how the brain processes visual stimuli and how this processing relates to subjective aesthetic experiences, researchers aim to gain insights into the complex interplay between neural mechanisms, perception, and art appreciation. In this essay, I will focus in particular on neuroaesthetics studies focused on how the brain perceives and processes aesthetic stimuli in relation to visual artworks, and in particular to CGI-generated creative content, (...) such as images and videos. (shrink)

This lesson will introduce some concepts related to empirical studies and statistical evaluation. The focus is on evaluating a specified model with controlled fixed factors and several control variables in the context that we have one continuous dependent variable, such as reaction time.

Portraits have been a part of human civilization for thousands of years. According to the famous Roman historian and naturalist, Pliny the Elder (AD 23/24–79), the first painting ever made, was a portrait. It was presumably invented by the daughter of a man called Butades, a potter from Sicyon in Greece. To preserve the memory of her beloved who was going away for a while, she decided to trace the profile of his head from the shadow cast on a wall.

Portraits of Christ as a holy person are predominantly en face. This was famously commented by Albrecht Dürer in a self-portrait often called “Myself as Christ”. In contrast, profane portraits were predominantly painted in profile, including portraits of the suffering Christ (“The Man of Sorrows”). Why did medieval artistsartists prefer to paint Christ en face? His face is thus directed toward the beholder, both face and gaze are intently directed at the beholder. Profane faces were noticeably more often painted in (...) different degrees of profile. Is this a result of theological and historical conventions; or are there deeper biological and psychological reasons? Can face orientation and gaze direction influence how we judge positive and negative social attributes? Specifically, are almost symmetrical portraits with a direct gaze more associated with a positive attitude toward the portrait, as indicated by modern-day attribution of positive and negative adjectives to selected portraits? (shrink)

_Philosophy for A2: Unit 3_ is the definitive textbook for students of the current AQA Advanced Level syllabus. Structured very closely around the AQA specifications for Unit 3: Key Themes in Philosophy, it introduces the student to each of the core themes: philosophy of mind political philosophy epistemology and metaphysics moral philosophy philosophy of religion. All chapters are helpfully subdivided into short digestible passages, and include: quiz questions to test core knowledge discussion questions to deepen understanding 'going further' (...) sections for advanced study text boxes highlighting key definitions and arguments cross-references to help students make connections lively illustrations, diagrams and a glossary. In addition, a chapter on exam preparation contains a wealth of helpful hints and tips on revision and exam techniques. Written by an experienced philosopher and A Level consultant, _Philosophy for A2: Unit 3_ is an essential companion for all students of A2 Level philosophy. (shrink)

_Philosophy for A2: Unit 4_ is the definitive textbook for students of the current AQA Advanced Level syllabus for philosophy. Structured very closely around the AQA specifications for Unit 4: Philosophical Problems, Michael Lacewing helps students to engage with and understand the arguments of the five key texts: Hume's _An Enquiry Concerning Human Understanding_ Plato's _The_ _Republic _ Mill's _On Liberty_ Descartes' _Meditations _ Nietzsche's _Beyond Good and Evil_. All chapters are helpfully subdivided into short digestible passages, and (...) include: quiz questions to test core knowledge discussion questions to deepen understanding 'going further' sections for advanced study text boxes highlighting key definitions and arguments cross-references to help students make connections. In addition, a chapter on exam preparation contains a wealth of helpful hints and tips on revision and exam techniques. Written by an experienced philosopher and A Level consultant, _Philosophy for A2: Unit 4_ is an essential companion for all students of A2 Level philosophy. (shrink)

_Philosophy for A2: Unit 3_ is the definitive textbook for students of the current AQA Advanced Level syllabus. Structured very closely around the AQA specifications for Unit 3: Key Themes in Philosophy, it introduces the student to each of the core themes: philosophy of mind political philosophy epistemology and metaphysics moral philosophy philosophy of religion. All chapters are helpfully subdivided into short digestible passages, and include: quiz questions to test core knowledge discussion questions to deepen understanding 'going further' (...) sections for advanced study text boxes highlighting key definitions and arguments cross-references to help students make connections lively illustrations, diagrams and a glossary. In addition, a chapter on exam preparation contains a wealth of helpful hints and tips on revision and exam techniques. Written by an experienced philosopher and A Level consultant, _Philosophy for A2: Unit 3_ is an essential companion for all students of A2 Level philosophy. (shrink)

_Philosophy for A2: Unit 3_ is the definitive textbook for students of the current AQA Advanced Level syllabus. Structured very closely around the AQA specifications for Unit 3: Key Themes in Philosophy, it introduces the student to each of the core themes: philosophy of mind political philosophy epistemology and metaphysics moral philosophy philosophy of religion. All chapters are helpfully subdivided into short digestible passages, and include: quiz questions to test core knowledge discussion questions to deepen understanding 'going further' (...) sections for advanced study text boxes highlighting key definitions and arguments cross-references to help students make connections lively illustrations, diagrams and a glossary. In addition, a chapter on exam preparation contains a wealth of helpful hints and tips on revision and exam techniques. Written by an experienced philosopher and A Level consultant, _Philosophy for A2: Unit 3_ is an essential companion for all students of A2 Level philosophy. (shrink)

Philosophy for A2: Unit 3 is the definitive textbook for students of the current AQA Advanced Level syllabus. Structured very closely around the AQA specifications for Unit 3: Key Themes in Philosophy, it introduces the student to each of the core themes: philosophy of mind political philosophy epistemology and metaphysics moral philosophy philosophy of religion. All chapters are helpfully subdivided into short digestible passages, and include: quiz questions to test core knowledge discussion questions to deepen understanding 'going further' (...) sections for advanced study text boxes highlighting key definitions and arguments cross-references to help students make connections lively illustrations, diagrams and a glossary. In addition, a chapter on exam preparation contains a wealth of helpful hints and tips on revision and exam techniques. Written by an experienced philosopher and A Level consultant, Philosophy for A2: Unit 3 is an essential companion for all students of A2 Level philosophy. (shrink)

Philosophy for A2: Unit 4 is the definitive textbook for students of the current AQA Advanced Level syllabus for philosophy. Structured very closely around the AQA specifications for Unit 4: Philosophical Problems, Michael Lacewing helps students to engage with and understand the arguments of the five key texts: Hume's An Enquiry Concerning Human Understanding Plato's The Republic Mill's On Liberty Descartes' Meditations Nietzsche's Beyond Good and Evil . All chapters are helpfully subdivided into short digestible passages, and include: (...) quiz questions to test core knowledge discussion questions to deepen understanding 'going further' sections for advanced study text boxes highlighting key definitions and arguments cross-references to help students make connections. In addition, a chapter on exam preparation contains a wealth of helpful hints and tips on revision and exam techniques. Written by an experienced philosopher and A Level consultant, Philosophy for A2: Unit 4 is an essential companion for all students of A2 Level philosophy. (shrink)