J. W. Taylor

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During a divisive political time, it is critical that social studies teachers, teacher educators, and scholars commit to justice, equity, inclusivity, and diversity when teaching, engaging, and learning with emerged bilingual (EB) students. This study examines how late arrival EB students and their teachers conceptualize social studies, citizenship, and civic education through a framework of culturally and linguistically relevant citizenship education (CLRCE). The findings in this study extend the original CLRCE framework by drawing from multiple sites of pedagogical ideas and action to support late arrival EB students inside and outside of the social studies classroom. This study offers examples for how to implement CLRCE in communities experiencing similar demographic shifts as well as in schools who are interested in centering the cultural, linguistic, and civic experiences of their students. Specifically, this study reveals pedagogical examples and sites of critical citizenship that center EB students’ ideas, experiences, assets, and actions in civic society and in the social studies classroom, offering ways to rethink and reimagine civics education.

‘Smart’ devices are becoming increasingly ubiquitous. While these sophisticated machines are useful for various purposes, they sometimes evoke feelings of eeriness or discomfort that constitute uncanniness, a much-discussed phenomenon in robotics research. Adult participants (N = 115) rated the uncanniness of a hypothetical future smart speaker that was described as possessing the mental capacities for experience, agency, neither, or both. The novel condition prompting participants to attribute both agency and experience to the speaker filled an important theoretical gap in the literature. Consistent with the mind perception hypothesis of uncanniness (MPH; Gray & Wegner, 2012), participants in the with-experience condition rated the device significantly higher in uncanniness than those in the control condition and the with-agency condition. Participants in the with-both (experience and agency) condition also rated the device higher in uncanniness than those in the control condition and the with-agency condition, although this latter difference only approached statistical significance.

‘Smart’ devices are becoming increasingly ubiquitous. While these sophisticated machines are useful for various purposes, they sometimes evoke feelings of eeriness or discomfort that constitute uncanniness, a much-discussed phenomenon in robotics research. Adult participants (N = 115) rated the uncanniness of a hypothetical future smart speaker that was described as possessing the mental capacities for experience, agency, neither, or both. The novel condition prompting participants to attribute both agency and experience to the speaker filled an important theoretical gap in the literature. Consistent with the mind perception hypothesis of uncanniness (MPH; Gray & Wegner, 2012), participants in the with-experience condition rated the device significantly higher in uncanniness than those in the control condition and the with-agency condition. Participants in the with-both (experience and agency) condition also rated the device higher in uncanniness than those in the control condition and the with-agency condition, although this latter difference only approached statistical significance.

Two case studies are presented illustrating how leaders of chemical enterprises addressed ethical questions posed by the incendiary napalm. The first one examines how the chemist Louis Fieser grappled with the ethical questions posed by his development of the napalm incendiaries used against military and civilian targets in the Second World War. The second involves the Dow Napalm Controversy, in which Dow Chemical engaged protests over its role as a supplier of napalm to the American military in Vietnam. Dow weighted the protesters’ charges that napalm was being used indiscriminately on civilians against what it saw as an obligation to support the American government and soldiers in their aims of defending South Vietnam against a communist insurrection. Both cases are examined from a Just War viewpoint to illustrate chemists’ responsibilities in the weapons development pipeline and the dilemmas that can arise in weapons development and over foreseeable misuses of chemical products.

This study examines how one student teaching seminar employed collective critical observation and reflection of an experienced high school social studies teacher's pedagogy using a multimedia representation of teaching. Pre-service teachers watched this teacher implement two full class lessons and reflections on teaching about freedom of speech. This study's pre-service social studies teachers exhibited a developing ability, through collective observation, to critically reflect on their individual methodological and philosophical goals, social studies teaching and learning, and professional and curricular visions in relation to their student teaching experiences and future practice. The study's findings offer implications for how pre-service social studies teachers critically reflect on their practice, while also developing knowledge of learners, subject matter, and teaching social studies.

The introduction of National Institute for Health and Clinical Excellence (NICE) guidance on Alzheimer's medication in November 2006 will have a significant effect on the treatment of patients, and is opposed by the Royal College of Psychiatrists and many charities dealing with the elderly. The use of the Quality-Adjusted Life Year (QALY) in the guidance formulation is much debated due to questions of ageism. This article seeks to examine the basis of these accusations and whether NICE can be justified using a utilitarian calculation in a principally egalitarian system such as the NHS

Karol Wojtyla’s The Acting Person is devoted to articulating how the experience and structure of action reveals that the person is an objective/subjective unity whose self-fulfillment is achieved by moral praxis. Wojtyla is attempting to harmonize the Boethian-Thomistic definition of man as an individual substance of a rational nature with a modern, phenomenological vision of man as an incommunicable subject. In doing so, he adopts what might be termed a “maximalist” interpretation of Boethius’ definition, an interpretation that understands the basic concepts of substance, rationality, and nature as part of a deeper unity that also includes the aspects of subjectivity, consciousness, and personal love. This unity is revealed through a phenomenological description of action. Wojtyla’s personalist synthesis depends upon establishing the compatibility of the Aristotelian-Thomistic understanding of human nature with his own phenomenological analysis. This article differentiates Wojtyla’s various uses of the term nature, indicating where he departs from or develops traditional views. Most important is Wojtyla’s conclusion that while the natural order possesses its own integrity, it can only properly be understood in light of the personal order, or the order of love. Love alone integrates the person, enabling him to both fully realize and transcend his natural potentialities. Consequently, the person can only partially be identified with his human nature because his end lies in an order of love beyond the natural realm.