It has been argued that some animals are moral subjects, that is, beings who are capable of behaving on the basis of moral motivations. In this paper, we do not challenge this claim. Instead, we presuppose its plausibility in order to explore what ethical consequences follow from it. Using the capabilities approach, we argue that beings who are moral subjects are entitled to enjoy positive opportunities for the flourishing of their moral capabilities, and that the thwarting of these capabilities entails (...) a harm that cannot be fully explained in terms of hedonistic welfare. We explore the implications of this idea for the assessment of current practices involving animals. (shrink)

Syftet med denna studie är att undersöka hur sex stycken tillfrågade lärare för grundskolans lägre årskurser F-3 upplever sin undervisning kring läroplanens område sexualitet, samtycke och relationer. Studien utgår från Sandra Hardings genusteori samt Judith Butlers begrepp kring performativitet. Studien är tänkt att synliggöra hur lärare i de lägre årskurserna undervisar kring läroplanens område sexualitet, samtycke och relationer samt att lyfta hur undervisningen balanseras mellan kön och normer. -/- Resultatet av studien visar att det upplevs finnas svårigheter kring framför allt (...) ämnet sexualitet i läroplanens område sexualitet, samtycke och relationer där det framkommer en osäkerhet kring vad undervisningen förväntas innehålla samt den egna lärarens svårighet att veta hur ämnet ska anpassas till grundskolans lägre åldrar. Inte heller sexuella övergrepp och grooming lyfts av fler än två av de sex tillfrågade lärarna, något som inte svarar mot det eventuella behovet av sådan undervisningen med tanke på att forskning visar hur vanligt det är med sexuella övergrepp hos barn. -/- Studiens resultat visar också på att lärarna har ett väletablerat normkritiskt förhållningssätt där de aktivt reflekterar över sina egna normer och språkbruk för att inte förstärka normer i sin undervisning. I och med detta aktiva normkritiska förhållningssätt påvisade studien knappa svårigheter kring balansen mellan kön och normer i undervisningen inom området sexualitet, samtycke och relationer. Normerna kring genus uppfattades av de tillfrågade lärarna skapas utanför skolverksamheten. Eleverna upplevdes av lärarna att vara medvetna om normer hörande till de olika könen, vilket styrks av tidigare forskning där kulturella definitioner av manligt och kvinnligt påverkar barn även i yngre ålder. Resultatet av studien förklaras utifrån Hardings genusteori där lärarnas individuella normer kring genus, som är en produkt av hur de strukturella och symboliska normerna i samhället ser ut, kan ha en inverkan på hur de tolkar innehållet i läroplanens område sexualitet, samtycke och relationer. Det tolkas även utifrån Butlers begrepp om performativitet, att våra handlingar och ord skapar normer, där lärarna riskerar att påverka undervisningen i och med att undervisningen eventuellt kan föra vidare beteenden och normer som är påverkade av den individuella tolkningen av området. (shrink)

Uncertainty, insufficient information or information of poor quality, limited cognitive capacity and time, along with value conflicts and ethical considerations, are all aspects thatmake risk managementand riskcommunication difficult. This paper provides a review of different risk concepts and describes how these influence risk management, communication and planning in relation to forest ecosystem services. Based on the review and results of empirical studies, we suggest that personal assessment of risk is decisive in the management of forest ecosystem services. The results are (...) used together with a reviewof different principles of the distribution of risk to propose an approach to risk communication that is effective aswell as ethically sound. Knowledge of heuristics and mutual information on both beliefs and desires are important in the proposed risk communication approach. Such knowledge provides an opportunity for relevant information exchange, so that gaps in personal knowledge maps can be filled in and effective risk communication can be promoted. (shrink)

This descriptive-correlational study determines the emotional intelligence of faculty of public higher education institutions (HEIs) in Sulu during the academic year 2021–2022. The study adapted a purposeful sampling method in which there were two hundred samples. The data were analyzed using the weighted mean, standard deviation, t-test for independent samples, one-way ANOVA, and Pearson’s r. The following findings are drawn from this study: 1) The majority of the respondents are female, between the ages of 32 and 40, married, with 10 (...) years or fewer of experience teaching, permanent status, and a master's degree with some coursework toward a doctorate. 2) Teachers who participated in the survey agreed that Sulu's faculty members have higher levels of emotional intelligence than the national average. Thus, these educators possess a strong capacity to apply knowledge to various situations, specifically in relation to social, personal, emotional, and cognitive abilities that determine how someone responds to various clamor and tensions. On average, there is no significant difference in the extent of emotional intelligence among faculty of public HEIs in Sulu when data are categorized according to gender, civil status, length of service, and educational attainment. However, there are substantial age and employment status disparities, with teacher responders who are 51 years of age or older and who are employed on a temporary basis having greater abilities to gauge the level of emotional intelligence. (shrink)

The COVID-19 pandemic worsens the crises generated by neoliberal capitalism. The “economic resiliency” of the Philippines is not a strength for the struggling masses rather a “financial strength” for the exporter and importer of surplus capital, e.g. the creditors and investors, favoring the few against the many. The lens and jargon of multilateral development banks bear bourgeois morality and myth describing the Philippine economy and the Filipinos “resilient” amid perennial crises brought by neoliberal ideology. Emphasizing “economic infrastructure” over the “social (...) infrastructure”, e.g. public healthcare, the Philippines attracts the surplus capital of foreign investors but not the confidence of the people as bureaucrat capitalists gain from contracts with the government. When COVID-19 strikes, the Filipinos remind themselves of the need for “social infrastructure” in public health. The COVID-19 pandemic is a reminder since the people already recognize the government’s lack of capacity in dealing with regular maladies like dengue. Though many are organizing themselves in addressing the negligence of “social infrastructure” by the government, a lot more clamor individually through social media for quality public service during the pre-pandemic period, amid the COVID-19, and most likely in the post-pandemic time. It is in this context that this practice note asks: how do Filipinos respond to the government’s response and how should they respond amid and during the post-COVID period? The note benchmarks from the theoretical foundations of social movements as it learns from people providing praxis of mobilizations in different countries for the Filipinos to adopt in their activism and to adapt their strategies when dealing with the “new normal”. (shrink)