Your search

Zhuangzi suggests that death is a transformation that we commonly and mistakenly think means the end of someone but really just marks a new phase of existence. This metaphysical thesis is presented at several points in the text as an explanation of distinctively Daoist responses to death and loss. Some (such as Wong 2006) take a Daoist response to death, as presented by Zhuangzi, to indicate dual perspectives on friendship and death. But I argue that the metaphysical view sketched above is consistent with a unified perspective, allowing the Daoist to enjoy deep friendships without risking some potential for grief typically associated with strong attachment. However, it leaves the Daoist best suited to friendships with those who endorse the same metaphysics. Furthermore, while the grief associated with the death of a friend is somewhat mitigated, the Daoist has reason to mourn even given this thesis. © 2014 The University of Memphis.

This is a translation of the second chapter of F.W.J. Schelling's Abhandlungen zur Erlaüterung des Idealismus der Wissenschaftslehre (1796-1797). It is preceded by a brief introduction in which I situate the chapter within Schelling's oeuvre and suggest that it is not only an early articulation of Schellingian Naturphilosophie, but also prescient, anticipating Schelling's later positive philosophy. © W. S. Maney & Son Ltd 2014.

Business ethics education is experiencing a renaissance as recurring corporate scandals and malpractice over the last decade have ensured that most universities now see the subject as an important and necessary component of any business degree course. As well as integrating professional ethics into their curriculum, Business Schools are also developing standalone ethics courses, showing that they take seriously their responsibility to help prepare the next generation of managers to improve business' track record of transparency, accountability and sustainable development. However what are the learning approaches that will help to bring about real improvements in business ethics learning at university? This paper argues that a holistic approach to ethics teaching is needed, in which students are encouraged to develop ethical knowledge and skills within their personal value systems. In this way ethics does not become something apart but integrated into one's terms of reference. The paper discusses a particular pedagogic approach designed to develop a student's 'critical consciousness' using a student-led learning method in which students actively engage with important concepts and discuss the issues amongst themselves within an environment where they can speak freely. Qualitative interviews with a selection of undergraduates on the compulsory first year professional ethics module provide insight into the impact of the method on attitudes and behaviours. © 2013 Elsevier Ltd.

This brief article describes the circumstances that led to the creation of the journal Metaphilosophy in autumn 1968. A year after I had left graduate school, an unfortunate accident left me flat on my back for several weeks with nothing to do while recuperating from eye surgery. Bored, I decided to do something constructive, so I created a scholarly journal devoted to articles about the nature of philosophy, or how the different schools or branches of philosophy relate to each other, or how philosophy relates to other disciplines. I made up the word "metaphilosophy" to describe such content, and I decided to call the journal by that name. With help from my wife, from my best friend, and from my undergraduate philosophy mentor, the journal Metaphilosophy was launched. © 2011 Metaphilosophy LLC and Blackwell Publishing Ltd.

Individuals who become ill as a result of personal lifestyle choices often shift the monetary costs of their healthcare needs to the taxpaying public or to fellow members of a private insurance pool. Some argue that policies permitting such cost shifting are unfair. Arguments for this view may seem to draw support from luck egalitarian accounts of distributive justice. This essay argues that the luck egalitarian framework provides no such support. To allocate healthcare costs on the basis of personal responsibility would arbitrarily and publicly burden socially detectable risk-takers while undetectable risk-takers continue to get a free ride. That problem is unavoidable even on the assumption that distributive institutions outside the healthcare sector are fully just. In actual, farfrom-just societies, imposing personal liability for the costs of voluntary risk taking would be wrong for an additional reason. Doing so would tend to magnify existing distributive injustices. These conclusions draw attention to two common 'moral fallacies of the second best' that can arise when applying ideal normative theory to matters of institutional design and in real-world policy contexts. © 2011 Springer Science+Business Media B.V.

Abstract: In the past, major scientific and technological revolutions, like the Copernican Revolution and the Industrial Revolution, have had profound effects, not only upon society in general, but also upon Philosophy. Today's Information Revolution is no exception. Already it has had significant impacts upon our understanding of human nature, the nature of society, even the nature of the universe. Given these developments, this essay considers some of the philosophical contributions of two “philosophers of the Information Age”—Norbert Wiener and Luciano Floridi—with regard to the nature of the universe, human nature, the nature of society, and the nature of “artificial agents” such as robots, softbots, and cyborgs.

This paper defends the thesis that privacy as a right is derived from fundamental rights to life, liberty, and property and does not permit restricting the commodification of bodily material; however, privacy as life, liberty, property does require conventions that ensure a robust and just market in bodily material. The analysis proceeds by defending a general commitment to liberty and markets, but not in the manner one might expect from a 'doctrinaire' libertarian. Ethical concerns about commodification are legitimate in the context of new medical and information technologies, but these concerns are not sufficiently well defined to justify political conclusions, since not every ethical concern is in itself a political concern, and the best way to resolve certain ethical difficulties is to draw up political boundaries that facilitate the discovery and testing of various solutions to our ethical puzzles. To illustrate the point, I will indicate how privacy as life, liberty, property defines such a dynamic solution to the problems of commodification of human bodily material and slippery information in insurance markets.

The information ethics (IE) of Floridi and Sanders is evaluated here in the light of an alternative in virtue ethics that is antifoundationalist, particularist, and relativist in contrast to Floridi's foundationalist, impartialist, and universalist commitments. Drawing from disparate traditional sources like Aristotle, Nietzsche, and Emerson, as well as contemporary advocates of virtue ethics like Nussbaum, Foot, and Williams, the essay shows that the central contentions of IE, including especially the principle of ontological equality, must either express commitments grounded in the particular perspectives we already inhabit, or be without rational or ethical force for us. © 2010 Metaphilosophy LLC and Blackwell Publishing Ltd.

This article describes the development process for creating a digital educational mini game prototype designed to provide practice opportunities for learning fundamental principles of arterial blood gases. Mini games generally take less than an hour to play and focus on specific subject matter. An interdisciplinary team of faculty from two universities mentored student game developers to design a digital educational mini game prototype. Sixteen accelerated bachelor of science in nursing students collaborated with game development students and playtested the game prototype during the last semester of their senior year in nursing school. Playtesting is a form of feedback that supports an iterative design process that is critical to game development. A 10-question survey was coupled with group discussions addressing five broad themes of an archetypical digital educational mini game to yield feedback on game design, play, and content. Four rounds of playtesting and incorporating feedback supported the iterative process. Accelerated bachelor of science in nursing student playtester feedback suggests that the digital educational mini game prototype has potential for offering an engaging, playful game experience that will support securing the fundamental principles of arterial blood gases. Next steps are to test the digital educational mini game for teaching and learning effectiveness. (C) 2016 Elsevier Inc. All rights reserved.

Error disclosure and apology are evolving concerns for advanced practice nurses who have increased exposure to liability. Error disclosure is required by regulatory agencies and the American Nurses Association Code of Ethics for Nurses, yet barriers to disclosure exist and nurse practitioners may not be aware of state apology laws that protect some statements from use in civil lawsuits for negligence or malpractice. Two law cases that apply apology laws are reviewed to illustrate these protections. Best practices for error disclosure are presented, and nurse educators are urged to include error disclosure content in nurse practitioner curricula as part of safety and quality education.

Health disparities, especially among minorities, persist; obesity is a national concern; and the combined effect can be significant for families and populations. In an effort to address obesity at an early age, the National Association of Hispanic Nurses (NAHN), developed the Muevete USA project. Muevete USA (from the Spanish verb for to move) features five lesson plans on healthy lifestyles for children and their families. This article describes Muevete USA, the partnership with a local school of nursing, the implementation of the program at the local level and the emerging program and student outcomes of a successful partnership.

The shortage of school nurses, school nurses covering multiple buildings, and the expanded role of the school nurse has called for innovative ideas to meet the growing health care needs of youth. Partnering with local schools of nursing may be a welcomed strategy. This brief article will share the benefits of hosting student nurses as well as identify ways to begin these partnerships. © 2016 The Author(s).

This study identified the types of caregiver stress and the caregiver and care management characteristics that are associated with this stress. 169 caregivers were recruited from a variety of community settings that cater to caregivers in a New England metropolitan area. They completed the Zarit Burden Interview (ZBI) and a questionnaire concerning their care recipient and caregiving arrangements. Principal Components Analysis on the ZBI resulted in five factors: personal strain/loss, uncertainty/inadequacy, social strain/embarrassment, anger, and dependency. The average age of the caregiver was 59.95 years (SD = 11.75) and the average age of the CR was 83.44 years (SD = 7.88). Of the 169 caregivers, 82% were women, 61.5% daughters/in-law or wives (12.9%), 34.3% were solo caregivers; 16.8% little or no burden, 39.9% reported mild to moderate burden, 35% moderate to severe burden, and 8.4% had severe burden. Dependency (22.4%) and personal strain/loss (13.7%) had the highest proportions reported as “often” to “nearly always.” The ZBI was predicted by only two caregiver characteristics, indicating that it is not sensitive to the experiences of different types of caregivers. Caregivers experience different types of burden depending on their gender, kinship roles, and levels of involvement in the care of their older relative. Solo caregiver status and age (younger) significantly predicted most if not all 5 burden types. Solo and young caregivers experienced the highest levels of caregiver burden. Social work practice must identify the caregiver’s life stage and other and self-expectations in relation to dependency, personal loss, embarrassment, anger, or uncertainty. © 2016 Taylor & Francis.

Novice nurses are often inadequately prepared to respond to complex, patient care situations where patients' conditions deteriorate. Exposure to a video-taped intervention that role-models and reinforces expected behavior of an expert nurse before participation in a simulation may improve student nurse performance in a cost-effective manner. The primary purpose of this quasi-experimental pre-test, post-test study was to assess the preliminary effectiveness of a theory based role-modeling intervention on enhancing student nurse competency in responding to a simulated response to rescue event. Performance was measured by a previously validated Heart Failure Simulation Competency Evaluation Tool (c) (HFSCET). Total mean scores on the HFSCET for the pre-test (59.08) and post-test (87.08) were significantly different (p = .000); students performed better on the post-test after exposure to the role-modeling intervention. A power analysis indicated a large effect size (effect size = .926; alpha = 0.50; power = 0.991). Students who had a greater number of days between the intervention and the post-test had a lower score. This innovative intervention based on established learning theory may change the way educators prepare novice students to achieve expected clinical competencies in graded simulation performance assessments. (c) 2013 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.