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Sweet, Kristi. "Reflection: Its Structure and Meaning in Kant's Judgements of Taste." Kantian Review 14, no. 1 (March 2009): 53–80. http://dx.doi.org/10.1017/s1369415400001345.
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When Kant announces in a letter to Reinhold that he has discovered a new domain of a priori principles, he situates these principles in a ‘faculty of feeling pleasure and displeasure’ (Zammito 1992: 47). And it is indeed in his Critique of Aesthetic Judgement, named in this letter the Critique of Taste, that we find his elucidation of the relation of the principle of purposiveness to the feeling of pleasure. The kinds of judgements in which our feelings are evaluated in accordance with a principle are what Kant names reflective judgements. And while reflective judgements emerge in the third Critique to include not only judgements of taste, but also judgements of the sublime and teleological judgements of nature, in this paper I will focus on the first, as the question of the relatedness of reflection to pleasure is most pronounced in this context. There is no consensus in Kant scholarship as to what the structure of reflective judgements is, as evidenced by the widely disparate views of those such as Guyer, Allison, Pippin, Ginsborg, Lyotard, and others.
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Bendixen, Lisa D., Michael E. Dunkle, and Gregory Schraw. "Epistemological Beliefs and Reflective Judgement." Psychological Reports 75, no. 3_suppl (December 1994): 1595–600. http://dx.doi.org/10.2466/pr0.1994.75.3f.1595.
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We tested the hypothesis that 4 epistemological beliefs, i.e., beliefs about the nature and acquisition of knowledge, proposed by Schommer in 1990, were related to observed differences in epistemological reasoning. Based on their responses to a philosophical dilemma, 125 college undergraduates and graduate students were assigned to 1 of 7 levels of the Reflective Judgement Model by Kitchener and King. 4 independent epistemological beliefs were used to predict reflective judgement. Analysis indicated that beliefs in Fixed Ability, Simple Knowledge, and Quick Learning accurately discriminated between higher and lower reflective judgement even after age, education, and home environment were controlled. The relative contribution of each belief was examined as well. Practical and theoretical implications were discussed.
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Budd, M. "The Pure Judgement of Taste as an Aesthetic Reflective Judgement." British Journal of Aesthetics 41, no. 3 (July 1, 2001): 247–60. http://dx.doi.org/10.1093/bjaesthetics/41.3.247.
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Clarke, Jean, and Robin Holt. "Reflective Judgement: Understanding Entrepreneurship as Ethical Practice." Journal of Business Ethics 94, no. 3 (December 23, 2009): 317–31. http://dx.doi.org/10.1007/s10551-009-0265-z.
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O'halloran, Robert M. "Reflective Judgement Thinking Skills: Our Educational Objective." Hospitality & Tourism Educator 7, no. 1 (January 1995): 29–32. http://dx.doi.org/10.1080/23298758.1995.10685636.
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Cern, Karolina M. "How Reflective and Critical Norm-Usage Paves the Way to the Public Power of Judgement." International Journal for the Semiotics of Law - Revue internationale de Sémiotique juridique 33, no. 1 (October 18, 2019): 175–88. http://dx.doi.org/10.1007/s11196-019-09671-y.
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Abstract The purpose of this paper is to demonstrate that Neil MacCormick’s conception of norm-usage makes it necessary to address the concept of the public power of judgement as the key concept for understanding the democratic legitimization of current law. Therefore, firstly I analyse MacCormick’s conception of norm-usage, secondly I demonstrate that it leads to the idea of the institutionalisation of judgemental–interpretative practice, and thirdly, I show that the latter paves the way to the public power of judgement. Finally, I argue that this power needs to be elaborated in terms of competencies which are broader than legal skills and legal reasoning, and, further, that these competencies condition the use of both legal skills and reasoning. Importantly, MacCormick’s contribution to understanding the public power of judgement—when further developed—may indicate the profound role of comprehending the proper significance of law in a democratic polity and its relationship to the citizenry.
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O'Brien, Sarah. "Practice-as-research in performance: A response to reflective judgement." Studies in Theatre and Performance 27, no. 1 (January 3, 2007): 73–82. http://dx.doi.org/10.1386/stap.27.1.73_3.
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Head, Naomi. "Bringing reflective judgement into International Relations: exploring the Rwandan genocide." Journal of Global Ethics 6, no. 2 (August 2010): 191–204. http://dx.doi.org/10.1080/17449626.2010.494365.
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Ixer, Graham. "Developing the relationship between reflective practice and social work values." Journal of Practice Teaching and Learning 5, no. 1 (December 26, 2012): 7–22. http://dx.doi.org/10.1921/jpts.v5i1.304.
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There has been considerable literature published on reflection yet despite this, very little research on reflection and more importantly, understanding on what is reflection. This article looks at the context of reflection in the way it came into the social work education language and how it is now part of established training in both social work and other professions. Yet despite this we are still no further on in understanding the complex nature of reflection. However, in a small-scale research project the key characteristics of moral judgement were identified as essential to the process of reflection. The author looks at the relationship between reflective practice and social work values and concludes with key guidelines for the practice teacher and student. The concept of reflection and in particular, its application to practice, applies across health professions as well as social work.
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Boyd, L. D. "Development of reflective judgement in the pre-doctoral dental clinical curriculum." European Journal of Dental Education 12, no. 3 (August 2008): 149–58. http://dx.doi.org/10.1111/j.1600-0579.2008.00511.x.
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Allison, Henry E. "Beauty and Duty in Kant's Critique of Judgement." Kantian Review 1 (March 1997): 53–81. http://dx.doi.org/10.1017/s1369415400000066.
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At the end of §40 of the Critique of Judgement, after a discussion of the sensus communis and its connection with taste, Kant writes:If we could assume that the mere universal communicability as such of our feeling must already carry with it an interest for us (something we are, however, not justified in inferring from the character of a merely reflective power of judgment), then we could explain how it is that we require from everyone as a duty, as it were (gleichsam), the feeling in a judgment of taste. (5: 296; 162)
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Bang, SulYeong, and Young Eun. "The Effect of Debriefing using Reflective Questions and Writing in Simulation Training: Post Operative Care of Abdominal Surgery." Journal of Korean Academic Society of Nursing Education 23, no. 4 (November 30, 2017): 463–73. http://dx.doi.org/10.5977/jkasne.2017.23.4.463.
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Purpose: The purposes of study was to evaluate the effect of debriefing using reflection questions and writing on the critical thinking disposition, self-efficacy, and clinical judgement ability in simulation of post-operative care of abdominal surgery. Methods: The research method was a nonequivalent control group no-synchronized design. The study period was from August 22 to 30, 2016. The subjects were comprised of 34 people in the experimental group and 36 in the control group. In a simulation session for post-operative care of abdominal surgery, the treatment of the experimental group was to debrief for 30 minutes using Lasater's reflection questions and writing. For the control group, a typical debriefing was conducted in the same environment. Results: Critical thinking disposition, self-efficacy, and clinical judgement were significantly higher in the experimental group than the control group. Conclusion: To enhance the critical thinking disposition, self-efficacy, and clinical judgement of nursing students in simulation, it is recommended to debrief using reflection questions and writing.
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Rijt, J. van, A. Wijnands, and P. A. Coppen. "Dutch teachers' beliefs on linguistic concepts and reflective judgement in grammar teaching." L1 Educational Studies in Language and Literature 19, Running Issue, Running Issue (April 2019): 1–28. http://dx.doi.org/10.17239/l1esll-2019.19.02.03.
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Lizzio, Alf, and Keithia Wilson. "Developing critical professional judgement: the efficacy of a self-managed reflective process." Studies in Continuing Education 29, no. 3 (September 28, 2007): 277–93. http://dx.doi.org/10.1080/01580370701419189.
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Klemme, Heiner F. "Is the Categorical Imperative the Highest Principle of Both Pure Practical and Theoretical Reason?" Kantian Review 19, no. 1 (January 31, 2014): 119–26. http://dx.doi.org/10.1017/s1369415413000332.
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AbstractIn her new book, Patricia Kitcher supports Onora O'Neill's view that the categorical imperative is the highest principle of both practical and theoretical reason. I claim that neither O'Neill's original interpretation nor Kitcher's additional evidence in favour of it are convincing. At its core, this misconception of Kant's position consists in the identification of self-referential critique of reason with the concept of autonomy. It will be shown that the ‘common principle’ (Kant) of both practical and theoretical reason is not the categorical imperative, but the reflective power of judgement, as Kant claims in the Critique of the Power of Judgement.
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Rogerson, Kenneth F. "Pleasure and Fit in Kant's Aesthetics." Kantian Review 2 (March 1998): 117–33. http://dx.doi.org/10.1017/s1369415400000236.
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In the third Critique Kant shifts the focus in his enquiry from the status of factual statements in the Critique of Pure Reason and the grounding of moral imperatives in the Critique of Practical Reason to investigating two methods of considering the world which go beyond the strictly verifiable. This is a move from evaluating the interplay of a ‘determinate’ set of facts and intellectual preconditions to forming what Kant calls ‘reflective’ judgements on these facts. There are two major questions which the Critique of Judgement tackles. On the one hand Kant ambitiously considers how we might properly interpret a set of facts as comprising a larger teleological system and, on the other hand, he is interested in the seemingly quite separate issue of the appreciation of objects as beautiful. It is this latter issue which shall concern us here. Consistent with the reflective stand in the third Critique, Kant argues from the very outset that beauty is not an empirical concept with which we might describe the world. Beauty is not objective in the sense that size, colour or weight might be. Objective properties of this kind belong to the world of scientific understanding. Instead, he holds that judgements of aesthetic merit should be based upon the subjective pleasure we take in experiencing works of art and natural objects.
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Szawarski, Piotr. "Classic cases revisited: Of hurricanes, cyanide and moral courage." Journal of the Intensive Care Society 21, no. 1 (July 12, 2018): 2–6. http://dx.doi.org/10.1177/1751143718787755.
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All decisions made by doctors have a moral dimension. When a moral judgement demands a different course of action to one that represents the usual practice, many doctors do struggle. The inability to embrace such decisions can represent moral negligence, as often the consequence is greater suffering for the individual in question or loss of utility for the population. On the other hand, it takes courage to make such decisions as the society fails to accept them, even though decisions made are rational and morally valid. Clinical practice that does not conform to moral judgements can result in moral distress, burn out and job-leave. Reflective practice evaluating moral dimensions of clinical decision making is an important aspect of nurturing humanity, empathy and professionalism in the therapeutic endeavour.
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Cropley, Brendan, Sheldon Hanton, Andy Miles, Ailsa Niven, and Lea-Cathrin Dohme. "Developing the effectiveness of applied sport psychology service delivery: A reflective practice intervention." Sport & Exercise Psychology Review 16, no. 1 (April 2020): 38–60. http://dx.doi.org/10.53841/bpssepr.2020.16.1.38.
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Little empirical evidence exists to corroborate the proposed benefits that reflective practice may have for service delivery effectiveness in Applied Sport Psychology (ASP). To systematically address this gap, we collected data over a five-year period via a staggered, single-subject multiple-baseline intervention that aimed to: (a) investigate the effectiveness of a training programme designed to enhance practitioners’ abilities to engage in higher levels of reflection; and (b) explore whether developments in level of reflection influenced practitioner effectiveness. Eight trainee and four professionally qualified, UK based practitioners participated in an individualised 14-week study, which contained a two week intervention and a two month post-study retention assessment. All participants demonstrated immediate improvements in the level they were able to reflect at, as well as augmented reflective learning following the intervention. Measures of effective practice (e.g. client feedback, self-assessments) also demonstrated improvements post-intervention. In-depth social validation procedures substantiated these findings, with participants reporting that through more critical levels of reflection they experienced enhanced self-awareness, approaches to meeting client needs, professional judgement and decision making, and a range of other characteristics associated with effective consultants. Our findings offer novel support for the links between reflective practice and service delivery effectiveness, as well as a better understanding of the mechanisms through which such adaptations occur. This study makes a significant contribution by providing an in-depth, longitudinal insight into the value of focusing practitioner training on reflective practice as a meta-cognitive strategy to enhance ASP practice.
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Perkowska-Klejman, Anna, and Anna Odrowąż-Coates. "Polish Perspective on the Reflective Judgement Level Amongst Students of the Erasmus Programme." Przegląd Badań Edukacyjnych 1, no. 32 (June 25, 2021): 23. http://dx.doi.org/10.12775/pbe.2021.002.
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Dwyer, Christopher P., Michael J. Hogan, and Ian Stewart. "The effects of argument mapping-infused critical thinking instruction on reflective judgement performance." Thinking Skills and Creativity 16 (June 2015): 11–26. http://dx.doi.org/10.1016/j.tsc.2014.12.002.
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de Paula Oliveira, Maria Lúcia. "Reflective Judgement and Prudential Rationality: A Contribution to an Inclusive Practical Application of Law." International Journal for the Semiotics of Law - Revue internationale de Sémiotique juridique 33, no. 1 (November 6, 2019): 113–20. http://dx.doi.org/10.1007/s11196-019-09666-9.
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Abstract Hannah Arendt has developed a theory of the importance of judgment of taste for political manners, founded on the Kantian aesthetic theory. Nowadays this theory is considered a current theoretical reference for establishing a political way to reconcile the demands of the radicalization of deliberative democracy with the need for political inclusion (Iris Marion Young, Seyla Benhabib). Albena Azmanova in her The Scandal of Reason: A Critical Theory of Political Judgment proposes an inclusive political rhetoric. The political theory founded on judgment is based on Kant’s philosophy; it was developed by Arendt and has greatly influenced the current debate, as an alternative theory in which the moral basis of law can be more sensitive to human contexts; a universalist theory more adequate for dealing with the tragic dimension of human life. The theory of political judgment uses the concepts of reflective judgment and ‘enlarged thought’ as its main concepts. As a starting point, a theory like this considers the singular judgments of justice that each person makes. The background, therefore, is not a rational foundation of principles, but the capacity of rational beings to make judgments. This post-metaphysical theory of law, based on a theory of judgment, is a critique of legal positivism, but presents itself as an alternative to the idealistic theory of law. But this theoretical project has received some criticism related to the adequacy of Arendt’s rereading of Kantian philosophy and her attempt to approximate Kant’s reflective judgment to the Aristotelian concept of phronêsis. Some critics, such as Bryan Garsten, believe that Kant’s rhetoric of public reason diminished and displaced the prudential faculty of judgment that Arendt is to be interested in reviving. Arendt’s attempt to find a theory of judgment in Kant’s aesthetic theory is not successful, in Garsten’s view. Our purpose is to show that a critical theory of judicial judgment is not only possible, but necessary; Arendt’s theory of judgment offers an important contribution to a critical theory of judicial judgment, particularly one devoted to the construction of a legal theory that prioritizes a politics of social inclusion. This theory proposes a critical approach to the project of the procedural conception of democracy, since it can mask social exclusion. An adequate understanding of judicial argumentation cannot forget that it happens in a rhetorical context: it is not only important what a discourse says, but how it says it. The radicalization of deliberative democracy supposes a revision of the ways judicial deliberation is thought: not by reference to universal or at least general principles, but taking into consideration what is ‘critically relevant’, with a view to remedying social injustice (following Azmanova).
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Choy, S. Chee, Joanne Sau-Ching Yim, Daljeet Singh Sedhu, and Azlinda Boheran Nudin. "Reflective practices for quality education in Malaysia: A mixed method approach." SHS Web of Conferences 124 (2021): 07006. http://dx.doi.org/10.1051/shsconf/202112407006.
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Teachers in Malaysia are expected to possess the necessary reflective skills to help them analyse and think through classroom situations that require diplomacy and sound judgement. This study examined the contributions of lifelong learning skills, self-assessment ability, self-belief, teaching awareness and reflective thinking in explaining the differences in teaching practices among Malaysian pre service teachers (PSTs). A mixed-methods approach was used to provide pragmatic knowledge that can be applied to further develop reflective thinking practices among PSTs. The sample of this study were 387 PSTs enrolled in Bachelor level programmes from which 11 of them volunteered to participate in the interviews. The quantitative data showed lifelong learning skills, self-belief, and teaching awareness had a significant relationship with reflective thinking. From the qualitative data analysis, PSTs were generally focused on the immediate challenge of becoming better teachers and were open to further education in time. Similarly, the results of the qualitative thread showed the PSTs were able to manage their planning, monitoring of students and evaluation of themselves and their relation to students, suggesting metacognitive awareness, a good indicator of established reflective thinking processes. Future studies will need to consider how this will influence how reflective thinking is carried out when they are practicing teachers.
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Gladstone, Nicholas. "Comparative Theories in Clinical Decision Making and their Application to Practice: a Reflective Case Study." British Journal of Anaesthetic and Recovery Nursing 13, no. 3-4 (August 2012): 65–71. http://dx.doi.org/10.1017/s1742645612000435.
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AbstractWithin this article the author critically reviews the theories surrounding clinical decision making and judgement while discussing a clinical incident, and his experiences of decision making within his own practice setting. Exploring the works of Elstein and Schwarz, Benner, Hammond and Hamm, the author discusses how aspects from each of their theories relate to his practice and clinical reasoning before concluding on the clinical decision-making process and factors that can influence their successful application.
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Fricke, Christel. "Explaining the Inexplicable. The Hypotheses of the Faculty of Reflective Judgement in Kant's Third Critique." Noûs 24, no. 1 (March 1990): 45. http://dx.doi.org/10.2307/2215612.
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Havemose, Karin. "The Encyclopedia Hands From Design Thinking to Design Making." Swedish Design Research Journal 10 (June 28, 2016): 58–64. http://dx.doi.org/10.3384/svid.2000-964x.13258.
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This article deals with creativity in practice and reveals the complex web of knowledge and skills that are in the things we create. Immaterial values such as traditions, memories and intentions are made visible. Also dimensions from the philosophy of knowledge are revealed: reflective judgement, aesthetic sensitivity and accountability for doing good work. The epistemology of the article is based on the theory of hermeneutic experience and empirical examples are gathered from the author’s book Things in motion – the design process (2012).
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Cioflec, Eveline. "Hermeneutic Responsibility in Political Judgement. Retrieving Factual Truth From Direct Interaction." Studia Universitatis Babeș-Bolyai Philosophia 67, no. 3 (December 6, 2022): 113–34. http://dx.doi.org/10.24193/subbphil.2022.3.07.
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"In this paper I am arguing for hermeneutic responsibility in political judgment, as it can be attributed to Arendt’s work. Political judgment is reflective judgment relying on representation by imagination and therefore only has exemplary validity. Along the line of Arendt’s Lectures on Kant’s Political Philosophy I point out her argument for a different generality in politics than the generality of concepts. This generality of political judgment always refers back to the particular. Only by this reference to the particular, namely to facts and situations of direct interaction, can the spectator, who undertakes the political judgment, create the public realm where action takes place. However, this task attributed to the spectator also implies the task of reshaping the public realm. These acts of giving an account of and reconsidering all over again facts handed over by narration and testimony imply the hermeneutic responsibility to unceasingly retrieve factual truth which is rooted in direct interaction. Keywords: Hannah Arendt, factual truth, reproductive imagination, political judgment, hermeneutic responsibility. "
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Curran, Evonne T. "Outbreak Column 20: are outbreaks man-made disasters that display intertwined errors of human judgement and behaviour?" Journal of Infection Prevention 18, no. 4 (January 17, 2017): 199–206. http://dx.doi.org/10.1177/1757177416683264.
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Man-made disasters are reported to have five intertwined errors of human judgement and behaviour. As outbreaks are essentially man-made disasters, the cited intertwined errors of engineering overreach, smooth sailing fallacy, insider view, risk-seeking incentives and social-herding were looked for in five notable outbreaks of Clostridium difficile infection. Engineering overreach was found to be the most identifiable error. The purpose of this reflective exercise was to turn hindsight into foresight and determine the intertwined levels of safety behaviour needed to prevent any future pathogen emerging to produce healthcare disasters.
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Bredmar, Anna-Carin. "Developing Sensitive Sense and Sensible Sensibility in Pedagogical Work: Professional development through reflection on emotional experiences." Phenomenology & Practice 14, no. 1 (June 2, 2020): 57–72. http://dx.doi.org/10.29173/pandpr29398.
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The increased influence of neoliberalism in education has allowed the trend of evidence-based teaching to dominate professional development in many Western countries. Despite increased and persistent neoliberal measures in education, education critics argue that neoliberal reforms have a naive view of teaching. This narrowed neoliberal view both ignores the complexities involved in the everyday interaction between teacher and student and constrains the teacher’s judgement thereby limiting their contribution in the educational process. Many educators will note the significance of reflection in learning as essential and often emotional. However, the emotional experiences embedded in teacher reflections are often ignored, even discounted, in the discussion of teachers’ professional development. Investigating this phenomenon of emotions in teacher reflections, analysed by drawing on lifeworld theory, revealed how emotional experiences can be a resource in teachers’ professional development. To acknowledge teachers’ emotional experiences means recognizing that the teacher’s subjective and lived body is involved in the reflective and learning process of becoming professional.
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Odrowąż-Coates, Anna, and Anna Perkowska-Klejman. "The English language as a reflective judgement component in the intercultural Erasmus exchange to and from Poland." Edukacja Międzykulturowa 14, no. 1 (June 30, 2021): 178–92. http://dx.doi.org/10.15804/em.2021.01.10.
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Brown, Gary, and Victoria McCall. "Community, adaptability, and good judgement: Reflections on creating meaningful, sustainable pedagogy in uncertain times." Developing Academic Practice 2021, January (January 1, 2021): 5–9. http://dx.doi.org/10.3828/dap.2021.3.
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This reflective piece details aspects of pedagogic good practice prompted by our experiences of developing online learning in the context of the COVID-19 pandemic. Given the exceptional circumstances experienced by universities globally, and given the unprecedented challenges continuing to face educators, new, distinctive methods of delivering a high-quality student experience, to tight time constraints were required. We reflect upon our experiences of engaging in COVID-19 planning, drawing from our substantial knowledge of delivering postgraduate education in the online environment, offering three aspects of good practice (establishing community, adaptability, and good judgement), sometimes taken for granted or overlooked, relevant not only in exceptional circumstances but, as we also suggest in the paper, important to university educators seeking to deliver high-quality, sustainable pedagogy more broadly. The aspects of good practice we outline are mutually reinforcing, unlikely in their own right to deliver the beneficial, sustainable outcomes apparent when embedded in combination.
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Kuznetsov, Andrey, Alexander Zhikharev, Olga Kurganskaya, and Alina Kuznetsova. "Characteristic features of relationships between intelligence and imagination in the synthesis of conceptualized forms of knowledge." SHS Web of Conferences 72 (2019): 01020. http://dx.doi.org/10.1051/shsconf/20197201020.
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The article presents the analysis of characteristic features of relationships between intelligence and imagination in the synthesis of conceptualized forms of knowledge. Two fundamental capacities of the subject that accomplish a constructive function in conceptualization of theoretical forms of knowledge are distinguished. The first one is the ability to synthesize categories and develop practical and relatively paradigmatically consistent methodologies, that is, the reflective ability of judgement that implies the development of a distinct structure comprising the previous findings as fundamental constructs. The second one is the ability to change the world view when dealing with “abnormal science” that implies the employment of philosophical and general scientific principles in their constructive function.
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Schmidt, Thomas, and Christian Wolff. "The Influence of User Interface Attributes on Aesthetics." i-com 17, no. 1 (April 25, 2018): 41–55. http://dx.doi.org/10.1515/icom-2018-0003.
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Abstract In this paper we present an empirical study among 40 participants which investigates the relationship between various factors of user interface aesthetics on the one hand, and the influence of the user interface attributes, symmetry, colorfulness as well as visual complexity on user interface aesthetics on the other hand. The user interface aesthetics will be classified in intuitive aesthetics (1st impression with a presentation time of 500 ms) and reflective aesthetics (reflective long-term impression after a longer presentation). Reflective aesthetics is further classified in classical aesthetics (common attractiveness) as well as expressive aesthetics (creativity). For this study we have set up a corpus of 30 websites which are used as stimulus material. In a multi-step lab experiment, participants rate aesthetics and their subjective impression concerning user interface attributes using questionnaires. We are able to show that the intuitive aesthetic judgment correlates strongly with the reflective judgment. The symmetry of a website positively correlates with all definitions of aesthetics, especially with the classical or traditional interpretation in the sense of attractiveness. Visual complexity can be seen as the strongest predictor for the aesthetic judgement of users and it negatively correlates with all definitions. Concerning colorfulness, a preference for websites of a medium degree of colorfulness for the intuitive as well as the classical aesthetics can be stated. Concerning expressive aesthetics, websites of moderate to high colorfulness receive the best judgments. The relationships which we have found are finally discussed in the context of previous research and some implications for future user interface design are given.
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Aktar, Bachera, Wafa Alam, Samiha Ali, Abdul Awal, Margaret Bayoh, Ivy Chumo, Yirah Contay, et al. "How to prevent and address safeguarding concerns in global health research programmes: practice, process and positionality in marginalised spaces." BMJ Global Health 5, no. 5 (May 2020): e002253. http://dx.doi.org/10.1136/bmjgh-2019-002253.
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Safeguarding is rapidly rising up the international development agenda, yet literature on safeguarding in related research is limited. This paper shares processes and practice relating to safeguarding within an international research consortium (the ARISE hub, known as ARISE). ARISE aims to enhance accountability and improve the health and well-being of marginalised people living and working in informal urban spaces in low-income and middle-income countries (Bangladesh, India, Kenya and Sierra Leone). Our manuscript is divided into three key sections. We start by discussing the importance of safeguarding in global health research and consider how thinking about vulnerability as a relational concept (shaped by unequal power relations and structural violence) can help locate fluid and context specific safeguarding risks within broader social systems. We then discuss the different steps undertaken in ARISE to develop a shared approach to safeguarding: sharing institutional guidelines and practice; facilitating a participatory process to agree a working definition of safeguarding and joint understandings of vulnerabilities, risks and mitigation strategies and share experiences; developing action plans for safeguarding. This is followed by reflection on our key learnings including how safeguarding, ethics and health and safety concerns overlap; the challenges of referral and support for safeguarding concerns within frequently underserved informal urban spaces; and the importance of reflective practice and critical thinking about power, judgement and positionality and the ownership of the global narrative surrounding safeguarding. We finish by situating our learning within debates on decolonising science and argue for the importance of an iterative, ongoing learning journey that is critical, reflective and inclusive of vulnerable people.
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Bennie, Natalie L., Ray Celeste Tanner, and Marina Krcmar. "Dual Processing of Moral Conflicts in Media Entertainment and Their Effect on Moral Judgement and Moral Reasoning." Journal of Education and Culture Studies 4, no. 3 (August 12, 2020): p62. http://dx.doi.org/10.22158/jecs.v4n3p62.
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Moral conflict occurs readily in everyday life. Rarely are moral decisions without some ambiguity. In part because moral conflict is so prevalent in life and in part because it seems to be intrinsically absorbing, moral conflict is often present in narrative entertainment as well. Prior research has used a dual-system model of cognitive processing to examine media narratives and has found that moral conflict results in more reflective and systematic processing. However, the research to date leaves several unanswered questions regarding how moral conflict narratives are processed and how that processing influences moral judgement and moral reasoning. Therefore, we utilize a moral conflict manipulation and a cognitive load experimental paradigm in two separate studies to specifically explore how 1) different cognitive processing systems are used to understand moral conflict narratives, and 2) how moral conflict then can influence moral judgement and moral reasoning. Results of these studies point to the fact that moral conflict is processed through a dual system but that these systems likely operate on different aspects of the narrative: we judge quickly and intuitively, and we reason slowly, offering complex reasons. Overriding our cognitive capacity, however, may result in a diminished ability to see moral complexity.
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Green, Lena. "Education for democracy: Using the classroom community of inquiry to develop habits of reflective judgement in South African schools." Thinking Skills and Creativity 4, no. 3 (December 2009): 178–84. http://dx.doi.org/10.1016/j.tsc.2009.10.001.
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Mpu, Yolanda Nondumiso, Karin Hackmack, and Irene Roy. "Teacher Educator Reflections on Preparing First Year Pre-Service Teachers for School-Based Work Integrated Learning in An Online Learning Environment." Research in Social Sciences and Technology 7, no. 3 (October 16, 2022): 18–35. http://dx.doi.org/10.46303/ressat.2022.15.
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Due to the COVID 19 pandemic in 2020 and 2021, higher education institutions were forced to embark on online teaching and learning. This came at a point where the entire teacher fraternity was not prepared for this shift from traditional face-to-face interaction to virtual learning. This qualitative, exploratory study was undertaken as a comparative analysis of the teaching, learning and facilitation experiences of three Teacher Educators. The focus was on teacher educators who engaged in a formal online teacher training program with first year pre-service teachers enrolled on the Bachelor of Education qualification. Data was collected from the Teacher Educators in the form of interviews and reflective reports prepared at the conclusion of the 2021 academic year. The data was thematically analysed to distil common lessons, challenges and points for the 3 Teacher Educators with the intention of learning from and improving on practice. The paper addressed three research questions which guided the study and presents the researchers findings in the areas of student access to the learning platform; knowledge transfer from online lectures to practical application in the form of portfolio of evidence and the alignment between theory and practice. Recommendations include using a hybrid approach to preservice teacher preparation; using formative and summative assessment in making a judgement on competence and mastery and re-focussing student feedback as reflective essays.
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Goh, Yu-Ming Stanley. "Not just falling off a horse: Conversion and insight in pedagogy and classroom practice." Policy Futures in Education 16, no. 8 (July 18, 2018): 1000–1010. http://dx.doi.org/10.1177/1478210318786611.
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This paper seeks to make use of the theological concept of conversion as a means of understanding and explicating the process of insight and understanding as it is experienced by students, and, in so doing, make proposals that can aid in both in pedagogy and classroom processes. Philosopher and theologian Bernard Lonergan described a cognitive structure that begins with insight that leads to judgements and reasoned action. Flowing from this, he describes intellectual conversion as a reflective self-appropriation of the cognitive structures that lead one to transcend naïve intellectual approaches in favour of more critical ones. This conversion is not a singular event but can be seen to be cumulative iterations of insight, judgement and action. An intellectually converted person is one who is aware of cognitive processes and structures and thus acts to develop intellectually and morally. This would in turn lead to the ability to reflect critically about both knowledge as well as the processes that lead to it. This critical awareness of learning myths as well as intellectual horizons would place learners in good stead to act positively to learn well in the dynamic modern context. The connection between conversion and teaching will be explored by looking first at the conditions for the possibility of conversion in the classroom in both students and educators, and later at how the latter can be better prepared to catalyse this process in the students. Particular contexts that emphasise problem solving and the development of higher-order learning skills will ground the conception of conversion in current educational environments.
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Contel, Michele. "Admonishing without repressing. Promoting self-regulation in responsible and effective policy contexts." SALUTE E SOCIETÀ, no. 3 (November 2010): 113–35. http://dx.doi.org/10.3280/ses2010-su3008-ing.
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In this article, part 1 explores how the role of emotions, considered as a major factor in shaping individual behaviour is extended to take into account social rules and sanctions. Relying extensively on the notion of emotion developed by Martha Nussbaum as a "form of judgement", a positive outcome of the emotion based theory of health and well being is build around the concept of persuasion, interpreted as rational action based on a weak support of reasons. Good habits - emotionally conveyed, are often better influent than purely rational reasons, a lesson that can turn useful with reference to prevention policies. In part 2 recent reviews on the impact of advertisements of alcoholic beverages are analysed. It results that only a weak connection between advertisement and the decision to drink (or to increase drinking behaviour) is clearly deducible. This in turn does not support strong anti-alcoholic beverages recommendations as frequently happens in many official publications put forward by policy makers and public bodies. Generalisation of risk, in particular, is a negative by-product of these publications that make a point in representing themselves as scientifically underpinned. Part 3 explores theoretically the relationship between self-regulation and norm. It outlines an attempt to design approaches to prevention that are both non repressive and effective. Exploiting the notion of reflective judgement, as originally expressed by Kant, the category of "example" and "exemplary action" is alluded to in order to develop policy paths inspired by the basic idea that public power has everything to gain from facilitating positive persuasion networks when creating regulatory and practical processes to oppose substance abuse, compared to repressive or punitive choices addressed at criminalising behaviour involving abuse, unilaterally placing the responsibility on the subject, perceived as the transgressor of a consolidated rule.
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Langlois, Lyse, and Claire Lapointe. "Can ethics be learned?" Journal of Educational Administration 48, no. 2 (March 23, 2010): 147–63. http://dx.doi.org/10.1108/09578231011027824.
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PurposeIn response to the growing need for educational leaders who possess ethical, critical and reflective qualities, a training program was developed based on ethics as a reflective critical capacity and on Starratt's three‐dimensional model. This paper aims to describe the impact of the program on ethical decision making and on educational leaders’ ethical competencies.Design/methodology/approachA three‐year action‐research study was conducted with three groups of educational administrators, totalling 30 participants. Mixed methods were used for data collection: a pre‐ and post‐training questionnaire, individual semi‐structured interviews and group interviews. The questionnaire data were analyzed using SPSS software and interview data were analyzed using thematic analysis.FindingsResults from the pre‐test indicate that, prior to the training program, participants rarely possessed all three ethical dimensions. Post‐test results show how participants experience a significant readjustment process characterized by three different stages which have been called the transformative cycle. Qualitative results show the impact of the training program on improved ethical awareness, judgement structuring, a sense of responsibility, and overall professional conduct. No significant difference is observed between male and female participants but statistically significant differences are found according to number of years of experience and to work situation.Practical implicationsDeveloping sound ethical expertise appears to be promising in training future educational administrators and in improving their leadership skills.Originality/valueThis study is original in many aspects. Theoretically, it is based on a self‐regulated rather than hetero‐regulated approach to ethics and calls for descriptive rather then normative foundations to ethical leadership. With regard to its methodology, it used mixed methods adapted to action research as well as original data collection instruments.
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Drake, Philip, and Stuart Toddington. "Clinical Pathways to Ethically Substantive Autonomy." International Journal of Clinical Legal Education 19 (July 8, 2014): 311. http://dx.doi.org/10.19164/ijcle.v19i0.32.
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<p>There is no shortage of support for the idea that ethics should be incorporated into the academic and professional curriculum. There is a difference, however, between, on the one hand, teaching professionals about ethics, and, on the other, demanding that they give ethical expression to the range of professional skills they are expected to apply daily in their work. If this expression is not to be perfunctory, ethical judgement must be genuinely integrated into the professional skill set. The mark of integration in this regard is the capacity for autonomous judgement. Ethical autonomy cannot be achieved by a mechanical, rule-bound and circumstance-specific checklist of ethical do’s and don’ts, and it is only partially achieved by a move from mechanistic rules to ‘outcome based’ processes. Rather, professional ethical autonomy presupposes not only a formal understanding of the requirements of an ethical code of conduct, but a genuine engagement with the substantive values and techniques that enable practitioners to interpret and apply principles confidently over a range of circumstances. It is not then, that ethical skill is not valued by the legal profession or legal education, or that the shortfall of ethical skill goes unacknowledged, it is rather that the language of professional ethics struggles to break free from the cautious circularity that is the mark of its formal expression. To require a professional to ‘act in their client’s interests’, or ‘act in accordance with the expectations of the profession’ or act ‘fairly and effectively’ are formal, infinitely ambiguous and entirely safe suggestions; to offer a substantive account of what, specifically, those interests might be, or what expectations we should have, are rather more contentious. Fears of dogma and a narrowing of discretion do, of course, accompany the idea of a search for ethical substance, and caution is to be expected in response to it. Notwithstanding these anxieties, there would appear to be no coherent alternative to the aspiration to substantive autonomy, and this must remain the goal of teaching legal ethics. In light of this, the problem facing educationalists is then perhaps expressed more diplomatically in terms of how ethical skill might be substantively developed, imparted, and integrated into a genuinely comprehensive conception of professional skill.</p><p>Clinical education can go a long way to solving this problem: exposure to the practical tasks of lawyering is the surest and best way of raising consciousness in this regard: ‘Hands-on’ is good - and consciousness-raising is a step in the direction of autonomy, but raw experience and elevated awareness is not enough. We know that our most influential theories of learning tells us that it is in the process of reflection upon problem solving that the practitioner begins to take autonomous control of skill development. In the view of the author, reflection, requires content and direction, and in this paper, with the aid of three models of skill integration inspired by Nigel Duncan’s detailed analysis and video reconstruction of the ethical and technical skill deficiencies brought to light by R v Griffiths, we attempt to specify what might be understood in this regard: Reflective content refers to the discrete interests and values that compete to produce tension in what we will refer to the ‘matrix’ of concerns that feature in all forms of dispute resolution; reflective direction points to an engagement with the resources and techniques that can empower critical and autonomous judgment. In the context of a clinical process broadly structured by the insights of Wenger and by Rest’s model of ethical skill, guided reflection so specified thus serves as an interface between on the one hand, indeterminate ethical form, and, on the other, the substantive ethical wisdom to be found in the repository of values that underpin the very idea of the legal enterprise.</p>
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Braun, Christian Nikolaus. "The historical approach and the ‘war of ethics within the ethics of war’." Journal of International Political Theory 14, no. 3 (July 18, 2018): 349–66. http://dx.doi.org/10.1177/1755088218786306.
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Contemporary just war thinking has mostly been split into two competing camps, namely, Michael Walzer’s approach and its revisionist critics. While Walzerians employ a casuistical method, most revisionists resort to analytical philosophy’s reflective equilibrium. Importantly, besides employing different methods, the two sides also disagree on substantive issues. This article focuses on one such issue, the moral equality of combatants, arguing that while a methodological reconciliation between the two camps is impossible, contemporary debate would benefit from a ‘third-way’ approach. Presenting James Turner Johnson’s historical method as such an approach, the article suggests that while revisionists are correct in considering the symmetry thesis as ethically indefensible, in order to arrive at this judgement, it is not necessary to employ far-fetched thought experiments and the use of historical cases is preferable. The root cause of Walzer’s problematic reasoning vis-à-vis the symmetry thesis, the historical approach reveals, is his uneasy relationship with the just war tradition. Contributing to a deeper understanding of the respective approaches’ differences, the article seeks to move the focus of contemporary just war away from a narrow intra-disciplinary divide and towards an engagement with substantive questions.
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Teufel, Thomas. "What Does Kant Mean by ‘Power of Judgement’ in his Critique of the Power of Judgement?" Kantian Review 17, no. 2 (June 8, 2012): 297–326. http://dx.doi.org/10.1017/s1369415412000076.
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AbstractThe notion of ‘power of judgement’ in the title of Kant's Critique of the Power of Judgement is commonly taken to refer to a cognitive power inclusive of both determining judgement and reflecting judgement. I argue, first, that this seemingly innocuous view is in conflict both with the textual fact that Kant attempts a Critical justification of the reflecting power of judgement – only – and with the systematic impossibility of a transcendentally grounded determining power of judgement. The conventional response to these difficulties is to point out that, Kant's systematic ambitions in the third Critique notwithstanding, reflection, qua concept-forming synthesis, is too closely tied to determination to be a cognitive power in its own right. I argue, second, that this response is question-begging, since the notion of reflection it employs is not only not one central to the third Critique but one antecedently tied to the understanding. I argue, third, that Kant's discussion, in the pivotal § § 76–7, of our cognitive relation to sensible particularity addresses an epistemic problem present (but not raised) in the Critique of Pure Reason. This is the problem of the synthesizability, qua absolute unity, of unsynthesized intuitions. Solving this problem requires Critical justification of a principle of reflection. It follows that Kant's systematic ambitions in the third Critique are appropriate. Given the problem Kant seeks to address, he must offer what he takes himself to be offering: a Critique of the (Reflecting) Power of Judgement.
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Osada, Y., Y. Nagasaka, and R. Yamazaki. "Eye Movements in Judgements of Facial Expressions." Perception 26, no. 1_suppl (August 1997): 297. http://dx.doi.org/10.1068/v970131.
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We recorded eye movements by the method of corneal reflection while ten subjects viewed schematic faces drawn by lines. Each subject viewed different emotional faces: happy, angry, sad, disgusted, interested, frightened, and surprised. We measured the subject's judgements in terms of percentage ‘correct’ and reaction time. Schematic faces were composed of the face outline contours and of the brow, eyes, nose, and mouth which could all be modified to produce particular expressions. By masking parts of the face, we examined which features would have the greatest effects on judgements of emotion. Subjects always gave a saccade to the eyes and fixated even when the eyes were not important for the judgement. They also gave a saccade to the centre of the face and fixated it even when only the mouth was presented. The presentation of only the brow decreased the correct rate on the expression of ‘surprise’ but played an important role in the ‘sad’ judgement. The ‘angry’ judgement depended significantly on the brow and mouth. The eyes contributed greatly to the ‘disgusted’ judgement. These results suggest that the judgement of facial expressions of emotion can be strongly affected by each part of the schematic face. The concentration of saccades on the centre of the face suggests that the ‘configuration balance’ of the face is also likely to be important.
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Turoldo, Fabrizio. "Dire la verità / To tell the truth." Medicina e Morale 67, no. 1 (March 23, 2018): 71–88. http://dx.doi.org/10.4081/mem.2018.529.
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Dire o non dire la verità? Mentire a fin di bene? Dire subito tutta la verità, oppure farla trapelare progressivamente, tenendo conto della capacità che l’interlocutore ha di sopportarla? Questi dilemmi etici si pongono nei più svariati campi professionali e, prima ancora, nella nostra vita quotidiana. Le diverse tradizioni che hanno dato origine alla cultura occidentale, a cominciare dalla cultura greca e da quella giudaico-cristiana, hanno avuto atteggiamenti diversificati nei confronti della verità e della menzogna? E la modernità come si è posta di fronte a questo tema? Infine, come si è sviluppata la riflessione filosofica su questi temi? Come si sono posti autori quali Platone, Agostino, Machiavelli, Montaigne, Grozio, Kant, Constant, Feyerabend, MacIntyre, Sandel, di fronte a questo problema? Dopo aver preso in esame queste questioni il saggio prova a dare una risposta alla difficile problematica, facendo leva sulla nozione aristotelica di phronesis e su quella kantiana del giudizio riflettente, mettendone alla prova l’efficacia soprattutto nel campo della bioetica e della pratica clinica in medicina. ---------- Can we lie for a good purpose? Is it better to tell the whole truth immediately, or to leak it progressively, taking into account the interlocutor’s capacity to suffer? These ethical dilemmas are often raised in the most varied professional fields and first of all in our daily life. Do the different traditions that gave rise to western culture share similar attitudes towards truth and lies? What about Greek culture? What about Judeo-Christian culture? What about Modernity? How has philosophical reflection developed these topics? What did Plato, Augustine, Machiavelli, Grotius, Kant, Constant, Feyerabend, MacIntyre and Sandel think about these issues? After dealing with these difficult questions, this short essay tries to look for an answer in the Aristotelian concept of phronesis and in the Kantian notion of reflective judgement, testing these conceptual tools through bioethical and clinical medical cases.
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Lima, Erick. "ROMPENDO COM O FASCÍNIO PELO CONCEITO ABSTRATO: ALGUNS MOTIVOS PRÁTICOS E TEÓRICOS NA ELABORAÇÃO DA DIALÉTICA ESPECULATIVA." Síntese: Revista de Filosofia 41, no. 129 (September 10, 2014): 5. http://dx.doi.org/10.20911/21769389v41n129p5-33/2014.
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Este artigo pretende reconstruir alguns dos motivos práticos e teóricos da dialética hegeliana. Uma introdução geral deve servir ao propósito de delinear os contornos gerais do ponto de vista da dialética especulativa, o que será tentado a partir da apropriação crítica feita por Hegel do conceito kantiano de juízo reflexionante. A partir disso, pretendo apresentar a versão hegeliana do projeto da “filosofia da unificação” enquanto crítica da moral kantiana. Em seguida, o objetivo é mostrar como Hegel antecipa, nos escritos de juventude, uma compreensão da constituição orgânica e intersubjetiva da comunidade. Em terceiro lugar, indicaremos como Hegel vincula a elaboração de sua noção de dialética nas linhas gerais de um diagnóstico das dificuldades de integração social na modernidade política, a serem neutralizadas pelo pensamento de uma articulação imanente entre universal e particular. Finalmente, pretendo concluir com uma discussão de elementos da filosofia da religião no jovem Hegel como preâmbulo da crítica à filosofia da reflexão e do nascedouro do ponto de vista dialético-especulativo. Abstract: Thispaper intends to reconstruct some practical and theoretical issues related to the origins of Hegel´s speculative dialectics. To begin with, I attempt to delineate Hegel´s dialectical point of view out of Hegel´s critical appropriation of Kant´s concept of reflective judgement. Then I present Hegel´s version of the “philosophy of unification” as an attempt to criticize Kant´s moral theory. Thirdly, I argue that Hegel anticipates, in his early writings, his organic concept of community, as well as his late theory of intersubjective mediation of individuality. Then I attempt to develop an interpretation of Hegel´s discussion about the difficulties of social integration in political modernity, as well as about the destruction of traditional ethos by the development of market economy. Finally, I argue that the Philosophy of Religion in the young Hegel establishes the principles of his late critique of the “philosophies of reflection” and constitutes thereby the origin of the dialectical-speculative point of view.
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Devenish-Meares, Reverend Peter. "The ‘tapestry’ of bricolage: Extending interdisciplinary approaches to psycho-spiritual self-care research." Methodological Innovations 13, no. 1 (January 2020): 205979911989841. http://dx.doi.org/10.1177/2059799119898410.
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Interdisciplinary psycho-spiritual research into workplace stress and self-care is scant noting the fact that negative self-talk and harsh self-judgement stymie the search for inner meaning and self-care. To address this, this article uses an intuitive and reflection-oriented methodology to research self-care choices for the stressed and suffering worker. In particular, it breaks new ground because no workplace-based applied psycho-spiritual research uses bricolage, let alone the heuristic inquiry process which gives expression to it. Bricolage is a tapestry of ideas, themes and possibilities cobbled together to produce creative outcomes. It adapts and co-opts whatever information from whichever discipline that is necessary. This approach appears well suited to the subjective, intuitive nature of workplace stress and suffering and especially where interdisciplinary approaches to self-care are warranted. The heuristic inquiry process which is used for the first time for workplace self-care works intentionally with interior resources that may be unknown or fragmented and dialogues sensitively with inner ‘rules’ or patterns that may have become problematic. Incubation and reflective illumination produce tacit knowledge to augment healing intuition. This process is illustrated by an example. It is about a less intense focus that actively encourages tender, ‘standing apart’ from symptoms so as to allow perspectives to arise and the intuiting of transformative possibilities. From this, self-compassion, humility and meaningful detachment are re-affirmed as ways to pay self-kindly attention and address self-criticism and self-blame. The contribution of the study is threefold. First, it extends bricolage to workplace self-care by considering inner resistance and negative self-talk, both barriers to self-care. Second, it affirms the heuristic inquiry process as an intuitive method for self-care research. Third, and paradoxically, it shows that self-engagement, in a compassionate yet less intense way, can lead to self-care transformation. Finally, limitations to the study and possibilities for future research are discussed.
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Pickersgill, Mary J., John D. Valentine, and Geoffrey Hart. "Reliabilities of Human Judgements: Measurements from Photographic CT Scan Images." Psychological Reports 82, no. 1 (February 1998): 171–81. http://dx.doi.org/10.2466/pr0.1998.82.1.171.
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Studies of brain lesions are generally dependent on human judgement for identification and possibly for measurement, but estimates of reliability are frequently neglected. The present study involves three investigations based on X-ray CT scans into reliabilities of human judgements: (1) the areas of brain lesions identified over two occasions by a single judge, (2) brain areas based on the projections of scans by a second judge over two occasions, and (3) brain areas computed from brain outlines by two independent judges. Errors decreased geometrically over procedures in the order listed, reflecting the decreasing complexity of judgement involved. Nevertheless, all three reliabilities proved satisfactory, showing that these procedures may be applied consistently over occasions and between raters. This was reassuring since computerization is currently practicable only in (2) and (3), where errors were least. Although not always performed, reliability checks are important, as indicated by the outlier, Case 10. Where there is a large discrepancy, seeking the reason(s), with a view to standardizing the criteria of judgement, is preferable to automatic averaging, both as a safeguard in individual cases and also to estimate error of measurement in group studies. To assist decision in any particular instance as to whether averaging is an acceptable solution, a statistical rule of thumb is proposed for testing the significance of the difference between two judgements.
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Humphrey, Christopher. "Qualitative research – mixed emotions." Qualitative Research in Accounting & Management 11, no. 1 (April 14, 2014): 51–70. http://dx.doi.org/10.1108/qram-03-2014-0024.
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Purpose – The purpose of this paper is to provide a personal, reflective analysis of publications over the last decade in Qualitative Research in Accounting & Management (QRAM) and to assess the implications for the future development of the journal, the practice of qualitative accounting research and the broader standing of the accounting discipline. Design/methodology/approach – Reviewing QRAM published papers across a range of themes, including the spirit of generated debate, the representation and classification of qualitative research and the range of contributory authors. Using the review to identify important patterns and trends in the standing and practice of qualitative accounting research. Findings – Highlighting the existence and contribution of numerous carefully crafted, thought provoking papers published in QRAM and drawing on them to present a number of important challenges, priorities and attractive opportunities for the future development of qualitative accounting research. Encouraging greater diversity, flexibility and creativity in the undertaking and utilisation of qualitative accounting research. Practical implications – Emphasising how thinking differently about the emotions and lived experiences of qualitative accounting research(ers) can serve to inspire theoretical development, enhance trust in researcher judgement, and stimulate more fruitful and intellectually rewarding ways of doing qualitative accounting research. Originality/value – Reminding of the value of reading papers as compared to relying on formal journal rankings. Revealing residing defensiveness tendencies in the undertaking of qualitative accounting research and arguing that restrictive representations and conceptions of “legitimate” qualitative accounting research are constraining what can be achieved and experienced both by individual accounting researchers and the discipline more generally.
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O’Banion, Matthew S., Michael J. Olsen, Jeff P. Hollenbeck, and William C. Wright. "Data Gap Classification for Terrestrial Laser Scanning-Derived Digital Elevation Models." ISPRS International Journal of Geo-Information 9, no. 12 (December 15, 2020): 749. http://dx.doi.org/10.3390/ijgi9120749.
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Extensive gaps in terrestrial laser scanning (TLS) point cloud data can primarily be classified into two categories: occlusions and dropouts. These gaps adversely affect derived products such as 3D surface models and digital elevation models (DEMs), requiring interpolation to produce a spatially continuous surface for many types of analyses. Ultimately, the relative proportion of occlusions in a TLS survey is an indicator of the survey quality. Recognizing that regions of a scanned scene occluded from one scan position are likely visible from another point of view, a prevalence of occlusions can indicate an insufficient number of scans and/or poor scanner placement. Conversely, a prevalence of dropouts is ordinarily not indicative of survey quality, as a scanner operator cannot usually control the presence of specular reflective or absorbent surfaces in a scanned scene. To this end, this manuscript presents a novel methodology to determine data completeness by properly classifying and quantifying the proportion of the site that consists of point returns and the two types of data gaps. Knowledge of the data gap origin can not only facilitate the judgement of TLS survey quality, but it can also identify pooled water when water reflections are the main source of dropouts in a scene, which is important for ecological research, such as habitat modeling. The proposed data gap classification methodology was successfully applied to DEMs for two study sites: (1) A controlled test site established by the authors for the proof of concept of classification of occlusions and dropouts and (2) a rocky intertidal environment (Rabbit Rock) presenting immense challenges to develop a topographic model due to significant tidal fluctuations, pooled water bodies, and rugged terrain generating many occlusions.
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Kornmesser, Sebastian. "AMNESTIE BEI DOSTOEVSKIJ." Folia linguistica et litteraria XII, no. 38 (November 8, 2021): 185–204. http://dx.doi.org/10.31902/fll.38.2021.10.
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The term amnesty means the waiving of punishment (to a group of people) without, however, erasing the guilt. Amnesties are usually granted in connection with political events such as national or international peace amnesties in times of political change or wars. However, there are also waivers of criminal prosecutions, popularly known as "mercy before justice". Amnesties can therefore be seen, on the one hand, as a humane act of mercy, but on the other hand they can also cause problems in the population's sense of justice, since punishments are treated differently, and the principle of equality is shaken. The concepts of punishment, guilt and innocence, as well as their representation, offer a basis for the question of how amnesties are formed in Dostoevsky's texts. Dostoevsky's characters are usually ambivalent and challenge a reflective reading as well as an ethical judgement. By making social injustice an important theme in his texts, the author focuses on the restoration of justice through amnesty. A co-responsibility in society as well as a co-guilt in a higher sense form the core of his argumentation, both as a contrast to justice, which considers the guilt of the individual, and as a consideration of man's hereditary guilt and his responsibility to the community. A comparison with ancient Greek jurisprudence also shows that amnesties were closely connected with the collective, with emotion and ritual. This results in new ways of looking at prominent texts by Dostoevsky, as will be shown with the example of The Brothers Karamazov and other works. This will provide a brief overview of how Dostoevsky understands guilt and innocence, what function punishment has in his texts and how amnesty emerges as a result