LEADER 03580nam 2200673Ia 450 001 9910959062303321 005 20200520144314.0 010 $a9780674065338 010 $a0674065336 010 $a9780674068742 010 $a0674068742 024 7 $a10.4159/harvard.9780674065338 035 $a(CKB)2560000000082505 035 $a(OCoLC)794003569 035 $a(CaPaEBR)ebrary10568044 035 $a(SSID)ssj0000658271 035 $a(PQKBManifestationID)11955728 035 $a(PQKBTitleCode)TC0000658271 035 $a(PQKBWorkID)10681248 035 $a(PQKB)11226741 035 $a(MiAaPQ)EBC3301100 035 $a(DE-B1597)178200 035 $a(OCoLC)840445630 035 $a(DE-B1597)9780674065338 035 $a(Au-PeEL)EBL3301100 035 $a(CaPaEBR)ebr10568044 035 $a(Perlego)1147916 035 $a(EXLCZ)992560000000082505 100 $a20110520d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aRational causation /$fEric Marcus 210 $aCambridge, Mass. $cHarvard University Press$d2012 215 $a1 online resource (279 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9780674059900 311 08$a0674059905 320 $aIncludes bibliographical references and index. 327 $t Frontmatter -- $tContents -- $tIntroduction -- $t1. Rational Explanation of Belief -- $t2. Rational Explanation of Action -- $t3. (Non-Human) Animals and Their Reasons -- $t4. Rational Explanation and Rational Causation -- $t5. Events and States -- $t6. Physicalism -- $tAcknowledgments -- $tIndex 330 $aWe explain what people think and do by citing their reasons, but how do such explanations work, and what do they tell us about the nature of reality? Contemporary efforts to address these questions are often motivated by the worry that our ordinary conception of rationality contains a kernel of supernaturalism-a ghostly presence that meditates on sensory messages and orchestrates behavior on the basis of its ethereal calculations. In shunning this otherworldly conception, contemporary philosophers have focused on the project of "naturalizing" the mind, viewing it as a kind of machine that converts sensory input and bodily impulse into thought and action. Eric Marcus rejects this choice between physicalism and supernaturalism as false and defends a third way. He argues that philosophers have failed to take seriously the idea that rational explanations postulate a distinctive sort of causation-rational causation. Rational explanations do not reveal the same sorts of causal connections that explanations in the natural sciences do. Rather, rational causation draws on the theoretical and practical inferential abilities of human beings. Marcus defends this position against a wide array of physicalist arguments that have captivated philosophers of mind for decades. Along the way he provides novel views on, for example, the difference between rational and nonrational animals and the distinction between states and events. 606 $aAct (Philosophy) 606 $aAgent (Philosophy) 606 $aCausation 615 0$aAct (Philosophy) 615 0$aAgent (Philosophy) 615 0$aCausation. 676 $a122 686 $aCC 5500$2rvk 700 $aMarcus$b Eric$f1968-$01814437 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910959062303321 996 $aRational causation$94368353 997 $aUNINA LEADER 05464nam 2200637Ia 450 001 9910962387803321 005 20230803025332.0 010 $a0-8261-9327-7 035 $a(CKB)2670000000331150 035 $a(EBL)1123486 035 $a(OCoLC)828793701 035 $a(SSID)ssj0000834139 035 $a(PQKBManifestationID)12446797 035 $a(PQKBTitleCode)TC0000834139 035 $a(PQKBWorkID)10936511 035 $a(PQKB)10855181 035 $a(Au-PeEL)EBL1123486 035 $a(CaPaEBR)ebr10657467 035 $a(CaONFJC)MIL539646 035 $a(MiAaPQ)EBC1123486 035 $a(EXLCZ)992670000000331150 100 $a20120918d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSimulation scenarios for nurse educators $emaking it real /$fSuzanne Hetzel Campbell, Karen M. Daley, editors 205 $a2nd ed. 210 $aNew York $cSpringer$dc2013 215 $a1 online resource (569 p.) 300 $aDescription based upon print version of record. 311 08$a0-8261-9326-9 320 $aIncludes bibliographical references and index. 327 $aCover; Title; Copyright; Dedication; Contents; Contributors; Foreword; Preface; Acknowledgments; Part I: Setting the Foundation for Simulation; 1:Simulation-Focused Pedagogy for Nursing Education; The Challenge of Teaching in the 21st Century; Role of Simulation in Nursing Education; Theoretical and Conceptual Issues in Nursing Education; Learning in the Digital Culture; Conclusion; References; 2:Integrating Simulation-Focused Pedagogy Into Curriculum; Simulation: The Missing Piece; Essential Tool Kit for Success: Persistence, Vision, and Patience; Faculty Factor; Clinical Versus Simulation 327 $aFormal Curricular Change Versus Integration into the Existing CurriculumEstablishing the Fit Across the Curriculum; Evidence-Based Practice; Benefits Across the Curriculum; References; 3:Enhancing Communication Skills Through Simulations; Intrapersonal, Interpersonal, and Small-Group Communication; Health Communication in Scenarios Checklist; References; 4:Faculty Learning Communities: An Innovative Approachto Faculty Development; One School's Story; Relationship to University Initiatives; Overview of Faculty Learning Communities; How the Nursing Faculty Learning Community Functioned 327 $aConceptual and Practical IssuesOutcomes of the School of Nursing Faculty Learning Community; Future Directions; References; 5:Building a Learning Resource Center; Envisioning a Center; Learning Resource Room Operating Room Center Essentials for Simulation Learning; Karen's First Story: Western Connecticut State University Experience; Dollars, Donations, and Finances; Karen's Davenport University Simulation Experience; Diana and Suzanne's Story: Fairfield University School of Nursing's Experience; Maintenance and Updating/Upgrading: Challenge of Continuous Funding; Conclusion; References 327 $a6:Lights, Camera, Action! The Process of Evaluating, Acquiring, and Implementing an Audio/Visual Capturing Solution to Enhance LearningProcess for Determining an Audio/Visual Capturing Solution; Vendor Selection; Camera, Microphone, and Control Room Placement; Learner-Centered Simulation Center; Guidelines, Policies, and Procedures to Effectively Manage a Simulation Suite; Conclusion; Villanova University College of Nursing Learning Resource Center Consent Form; Drexel University Center for Interdisciplinary Clinical Simulation and Practice General Policies and Procedures 327 $aReserving the Simulation CenterPolicy for Human Patient Simulation (HPS); Policy for Standardized Patient Lab; References; Part II: Innovative Simulation Scenarios in Diverse Settings for Diverse Students; 7:Tune Into Simulation Through Physical Examination; A. Discussion of Implementation of Simulation-Based Pedagogy in Each Contributor's Individualized Teaching; B. Description of Educational Materials Available in Your Teaching Area and Relative to Your Specialty; C. Specific Objectives for Simulation Utilization Within a Specific Course and the Overall Program 327 $aD. Introduction of Scenario to Include Setting the Scene, Technology Used, Objectives, and Description of Participants 330 $a""The passion, caring, and inspiration of the authors are reflected and demonstrated in each and every chapter Compiling all of the authors' lessons learned, teaching-learning strategies, and in-depth research and exploration of their topics, this book is an excellent guide for nursing faculty just getting started with simulations or is validation for faculty who are already using this pedagogy."". From the Foreword by Pamela R. Jeffries , PhD, RN, FAAN, ANEF. Professor, Associate Dean for Academic Affairs. Johns Hopkins University School of Nursing. This second edition of an acclaimed book fo 606 $aNursing$xStudy and teaching$xSimulation methods 606 $aSimulated patients 615 0$aNursing$xStudy and teaching$xSimulation methods. 615 0$aSimulated patients. 676 $a610.73071/1 676 $a610.730711 701 $aCampbell$b Suzanne Hetzel$01833243 701 $aDaley$b Karen M$01833244 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910962387803321 996 $aSimulation scenarios for nurse educators$94408205 997 $aUNINA