Academic freedom is an important good, but it comes with several responsibilities. In this commentary we seek to do two things. First, we argue against Francesca Minerva's view of academic freedom as presented in her article 'New threats to academic freedom' on a number of grounds. We reject the nature of the absolutist moral claim to free speech for academics implicit in the article; we reject the elitist role for academics as truth-seekers explicit in her view; and we reject a possible more moderate re-construction of her view based on the harm/offence distinction. Second, we identify some of the responsibilities of applied ethicists, and illustrate how they recommend against allowing for anonymous publication of research. Such a proposal points to the wider perils of a public discourse which eschews the calm and careful discussion of ideas.
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http://dx.doi.org/10.1111/bioe.12095 | DOI Listing |
Background: College-aged adults, particularly nursing students, experience high stress levels, which can detrimentally affect their academic success. Although current mental health interventions on college campuses are effective, they are hindered by cost and time constraints. However, the emotional freedom technique is a cost-effective, evidence-based technique that can be tailored to individual needs, making it a practical and promising solution for stress management.
View Article and Find Full Text PDFPLoS One
March 2025
Department of Psychology, North Carolina State University, Raleigh, North Carolina, United States of America.
Current work suggests that basic psychological needs are related to higher intrinsic motivation, which in turn, can promote more positive academic outcomes. However, few studies have examined how perceptions around one's abilities in science, engineering, technology, and math (STEM) are related to intrinsic motivation and what role needs satisfaction plays in this association. This study assessed adolescents' (N = 285, 56.
View Article and Find Full Text PDFVaccine
March 2025
Public Health Ontario, Toronto, Ontario M5G 1M1, Canada; Centre for Vaccine Preventable Diseases, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario M5T 3M7, Canada; Division of Infectious Diseases, Department of Paediatrics, The Hospital for Sick Children, Toronto, Ontario M5G 1E8, Canada; Department of Paediatrics, University of Toronto, Toronto M5T 3M7, Canada.
Background: Prior to receiving their first dose of measles-containing vaccine, infants may be protected against infection either via antibodies obtained transplacentally from their mothers or by herd immunity. However, there is evidence that transplacental protection may wane well-before the age of first measles vaccination.
Methods: We conducted a cross-sectional study of infants <12 months of age at The Hospital for Sick Children (SickKids) in Toronto, Ontario, and their mothers.
Sex Reprod Health Matters
March 2025
Associate Professor, Institute for Family and Sexuality Studies, Department of Neurosciences, Faculty of Medicine, KU Leuven, Leuven, Belgium,
This study aims to contribute to the development of a comprehensive framework for sexual well-being of young people. By making space for diverse young people's perspectives through co-creating the framework, we seek to enhance the understanding of sexual well-being in sexual and reproductive health and rights (SRHR) research in a culturally sensitive and inclusive way. A modified Delphi study invited SRHR young professionals (aged 18-30) with different backgrounds to participate as experts in three rounds of online discussions.
View Article and Find Full Text PDFBMC Psychol
March 2025
SWAN College, Central South University of Forestry & Technology, Changsha, 410211, China.
This study explores the interplay between techno competence, teacher support, self-efficacy, autonomy, and test anxiety in the context of online assessments among 30 learners from a university in China. Employing a narrative inquiry approach, the study delves into the reflective narratives of participants, capturing their perceptions, experiences, and coping strategies related to test anxiety in online assessment settings. Findings reveal nuanced relationships between techno competence, teacher support, self-efficacy, autonomy, and test anxiety, highlighting the pivotal role of these factors in shaping students' experiences and outcomes.
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