Designing a machine to learn about the ethics of robotics: the N-reasons platform

We can learn about human ethics from machines. We discuss the design of a working machine for making ethical decisions, the N-Reasons platform, applied to the ethics of robots. This N-Reasons platform builds on web based surveys and experiments, to enable participants to make better ethical decisions. Their decisions are better than our existing surveys in three ways. First, they are social decisions supported by reasons. Second, these results are based on weaker premises, as no exogenous expertise (aside from that provided by the participants) is needed to seed the survey. Third, N-Reasons is designed to support experiments so we can learn how to improve the platform. We sketch experimental results that show the platform is a success as well as pointing to ways it can be improved.     

Participation,financial support and the marginal student

This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final year of schooling who are unsure about participation in higher education even though they have prior school achievements typical of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial support that is available and different approaches to information search about participation in HE.

Employing the five‐factor mentoring instrument: analysing mentoring practices for teaching primary science

Primary science education is a concern around the world and quality mentoring within schools can develop pre‐service teachers' practices. A five‐factor model for mentoring has been identified, namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Final‐year pre‐service teachers (mentees, n = 211) from three Turkish universities were administered a previously validated instrument to gather perceptions of their mentoring in primary science teaching. ANOVA indicated that each of these five factors was statistically significant (p<.001) with mean scale scores ranging from 3.36 to 4.12. Although mentees perceived their mentors to provide evaluation feedback (95%), model classroom management (88%), guide their preparation (96%), and outline the science curriculum (92%), the majority of mentors were perceived not to assist their mentees in 10 of the 34 survey items. Professional development programmes that target the specific needs of these mentors may further enhance mentoring practices for advancing primary science teaching.     

Teacher epistemology and scientific inquiry in computerized classroom environments

A 20-week classroom-based study was conducted to investigate the extent to which a computerized learning environment could facilitate students' development of higher-level thinking skills associated with scientific inquiry. In two classes students' interactions with a scientific data base—Birds of Antarctica—were closely monitored, and the mediating roles of the teachers' epistemologies were examined. Interpretive data were generated and analyzed in relation to a constructivist perspective on learning. In the class where the teacher implemented a constructivist-oriented pedagogy, students took advantage of enhanced opportunities to generate creative questions and conduct complex scientific investigations. These higher-level thinking skills were much less evident in the class in which a more transmissionist-oriented pedagogy prevailed. The results of the study suggest that it is not the computer itself that facilitates inquiry learning; the teacher's epistemology is a key mediating influence on students' use of the computer as a tool of scientific inquiry.     

Personality of elite male and female chess players and its relation to chess skill

Whereas a lot of studies examine cognitive processes in chess players, personality profiles of elite chess players are still not described well. The aim of this study was to examine personality of strong chess experts and its influence on chess skill. We tested elite male and female chess players with Freiburg Personality Inventory Revised (FPI-R), which also provides population norms for males and females. Elite male players' personality profile did not significantly differ from the population norms. Female players were more satisfied with life, had less physical complaints and higher achievement motivation in comparison with female population norms. Personality was also related with chess skill but showed different patterns in males and females. Stronger male players were more introverted, while we found the opposite pattern in female players. These results indicate that personality plays an important role in the highest level of complex intellectual activities.     

Predicting Two Components of Career Maturity in School Based Adolescents

Three hundred and sixty-seven secondary school students across five year levels (8–12) were assessed for levels of career maturity (attitude and knowledge), work commitment, work value, career decidedness (indecision and certainty), career decision-making self-efficacy and self-esteem, and indicated their age, gender, socioeconomic status, school achievement and work experience. Using two multiple regression analyses, the predictor variables were able to account for 52% of the variance of career maturity attitude, and account for 41% of the variance of career maturity knowledge. Self-efficacy, age, career decidedness (certainty) and work commitment were the main predictors of career maturity attitude. Age, gender, career decidedness (certainty), work commitment and career decidedness (indecision) were the main predictors of career maturity knowledge. Results demonstrated the importance of examining two aspects of career maturity (attitude and knowledge), and were discussed in the context of Super's (1957, 1990) theory of career development.     

Physiological demands of top-class soccer refereeing in relation to physical capacity: effect of intense intermittent exercise training

To examine the activity profile and physiological demands of top-class soccer refereeing, we performed computerized time-motion analyses and measured the heart rate and blood lactate concentration of 27 referees during 43 competitive matches in the two top Danish leagues. To relate match performance to physical capacity and training, several physiological tests were performed before and after intermittent exercise training. Total distance covered was 10.07 - 0.13 km (mean - s x ), of which 1.67 - 0.08 km was high-intensity running. High-intensity running and backwards running decreased (P ? 0.05) in the second half. Mean heart rate was 162 - 2 beats· min -1 (85 - 1% of maximal heart rate) and the mean blood lactate concentration was 4.9 - 0.3 (range 1.7-14.0) mmol·l -1 . The amount of high-intensity running during a match was related to the Yo-Yo intermittent recovery test ( r 2 = 0.57; P ? 0.05) and the 12 min run ( r 2 = 0.21; P ? 0.05). After intermittent training ( n = 8), distance covered during high-intensity running was greater (2.06 - 0.13 vs 1.69 - 0.08 km; P ? 0.05) and mean heart rate was lower (159 - 1 vs 164 - 2 beats· min -1 ; P ? 0.05) than before training. The results of the present study demonstrate that: (1) top-class soccer referees have significant aerobic energy expenditure throughout a game and episodes of considerable anaerobic energy turnover; (2) the ability to perform high-intensity running is reduced towards the end of matches; (3) the Yo-Yo intermittent recovery test can be used to evaluate referees' match performance; and (4) intense intermittent exercise training improves referees' performance capacity during a game.