Under higher education’s contemporary consumer model, students are treated as customers and professors are encouraged to increase student engagement through more personal out-of-class interactions, often in social settings. In the course of this more personal student-faculty involvement, students inevitably encounter or learn of their professors’ occasional inappropriate or unethical behavior. In the present study, we investigated the impact of 145 American undergraduate Business students’ perceptions of their professors’ inappropriate out-of-class behavior on student beliefs and in-class behavior. Results indicate that student (...) perceptions of professors engaging in inappropriate out-of-class behavior were associated with students viewing these professors as lower in ethical character and reporting a stronger likelihood of attending these professors’ classes under the influence of alcohol and illicit drugs, swearing and using vulgarity in these professors’ class discussions, and showing disregard for these professors’ rules, time, and effort. These relationships held even when student grade satisfaction and professor in-class behavior were accounted for. Our results suggest professors’ behavior outside the classroom may impact students’ behavior inside the classroom, re-igniting dialogue regarding the professorial role and the boundaries on oversight of that role. We offer suggestions as to how higher education may address these concerns without infringing upon professors’ personal freedoms. (shrink)

The genre of fiction portraying worlds without men is over a century old – and growing. It reaches back to Charlotte Perkins Gilman’s 1910 Herland, through scores of utopias from second wave feminist writers like Joanna Russ and Suzy McKee Charnas to contemporary examples from Lauren Beukes and Sandra Newman. This article asks: if it were in fact possible to create a world without men, for what reasons should we pursue or forgo such a world? Those who have endured patriarchy’s (...) cruelty have good reasons to want to institute such a world. However, I present a biblical warrant for rejecting that utopian vision derived from 1 Corinthians 11, where Paul writes that there is “no woman without man” (χωρὶς ἀνδρὸς, choris andros), and “no man without woman.” At the crux of a text that emphasizes the interdependence of God’s creatures, Paul reminds us that interdependence obtains across lines of sexual difference. (shrink)

Since Hermann first suggested the likelihood of a considerable loss of verses from the text of the Heraclidae it has been generally assumed that the play has suffered either from some mischance in the copying of the manuscript or else at the hand of an interpolator. Hermann held that the end of the play had been lost: ‘Fabulae extrema pars videtur intercidisse, in qua fieri non poterat quin de Macaria referretur, eaque res solitis celebraretur lamentis.’ Kirchhoff places the lacuna after (...) line 629: ‘Post hunc versum multa desunt. Macariae narratio et Alcmenae matris [sic] lamentationes cum chori cantico integro; novit hanc fabulae partem auctor argumenti: **ταύτην μxs22EFν εxs1F50γενxs22EFς xs22EFποθανοxs22EFσαν xs22EFτίμησαν αxs1F50τοxs22EF δxs22EF τοxs1F7Aς πολεμxs22EFους xs22EFπιγνόντες παρόντας εxs1F30ς τxs22EFν μάχην xs1F65ρμησαν.’ Wilamowitz argues against the assumption of a ‘mechanischer Ausfall’ of a whole passage, and maintains that the play has been revised by a fourth century régisseur in order to adapt it to the capacity of his theatrical troupe. (shrink)

Professors are increasingly encouraged to adopt multiple role relationships with their students. Regardless of professor intent, these relationships carry risks. Left unexamined is whether student–faculty social multiple relationships impact student in-class behaviors. Provocatively, our exploratory study provides empirical support suggesting that when undergraduate students perceive that their professors engage in the multiple faculty–student relationships of friendships, drinking (alcohol) relationships, and sexual partnerships, students report they are more likely to engage in uncivil behaviors in the professor’s classroom. Accordingly, our study provides (...) a backdrop against which to think more substantively about the professorial role and the boundaries that accompany it. (shrink)

Steroid hormones are signaling molecules important for normal growth, development and differentiation of multicellular organisms. Brassinosteroids (BRs) are a class of polyhydroxylated steroids that are necessary for plant development. Molecular genetic studies in Arabidopsis thaliana have led to the cloning and characterization of the BR receptor, BRI1, which is a transmembrane receptor serine/threonine kinase. The extracellular domain of BRI1, which is composed mainly of leucine‐rich repeats, can confer BR responsivity to heterologous cells and is required for BR binding. Although downstream (...) components of BR action are mostly unknown, multiple genes whose expression are regulated by BRs have been identified and suggest mechanisms by which BRs affect cell elongation and division. BioEssays 23:1028–1036, 2001. © 2001 John Wiley & Sons, Inc. (shrink)

This book provides a conceptual foundation for statistical mechanics, which is - more generally - a conceptual framework for understanding natural kinds, which later became the conceptual framework for our reductive-physicalist view of the mind called Flat Physicalism.

This paper looks into the contents of the Tractatus suppositionum terminorum by Master Franquera, in the context of the teaching of logic in Salamanca in the fifteenth century. Franquera’s work is characterised by its explicit realist bias and its rejection of Ockhamist theses, i.e., by its recognition of the existence of a natura communis or a universale in re, which is evident in all discussions related to suppositio simplex and the theory of significatio. But, apart from this, Franquera’s discussion of (...) the theory of suppositio stands out as a strange mixture of different doctrines: some of them are derived from thirteenth-century analyses, others from fourteenth-century developments; realist goals are reached by means of instruments that, while not being nominalist, are definitely inspired by terminism. While upholding the theses of realist schools, Franquera adopts the definitions and rules of nominalist authors. (shrink)

ha-Maʼamin le-ʻumat ha-mishtadel -- Koḥah shel tefilah.

Hoover [2] proved a completeness theorem for the logic L[MATHEMATICAL SCRIPT CAPITAL A]. The aim of this paper is to prove a similar completeness theorem with respect to product measurable biprobability models for a logic Lmath image with two integral operators. We prove: If T is a ∑1 definable theory on [MATHEMATICAL SCRIPT CAPITAL A] and consistent with the axioms of Lmath image, then there is an analytic absolutely continuous biprobability model in which every sentence in T is satified.

Abstract The idea of ?election? cannot be approached, it seems, through traditional or classical philosophical conceptuality. This idea requires another type of discourse. Not simply because this idea refers to an entirely other body of texts, that of the Biblical tradition, but more radically since it commands another modality of thought which must at once suspend and pursue philosophical concepts to the point where they express themselves otherwise than according to the rationality of their own deployment. In truth, the idea (...) of ?election? calls thus for a redefinition of the rapport between singularity and universality, one no longer structured and circumscribed by ?truth?, but rather inspired by a novel and irreducible modality of ?justice?. A ?justice? which opens to the possibility for an ?ethics?, not as ?communicative dialogue?, ?mutual recognition? or a series of established and rationally grounded laws, but a ?place? of incessant and irresolute, non-intentional and unconditional exposition to the Other. (shrink)

Postpartum mood disorders develop shortly after childbirth in a significant proportion of women and have severe effects. Two evolutionary explanations are currently available. The first is that poor postpartum mental health is a consequence of an evolutionary trade-off – a compromise of neurological changes in the maternal brain during pregnancy which, on the one hand, maintain pregnancy, and on the other, increase the likelihood for postpartum women to develop psychopathology. The second explanation is that poor postpartum mental health is a (...) disease of civilization. This theoretical paper demonstrates that both explanations ignore the crucial event of childbirth. I elaborate on environmental features of childbirth, a physiological process that is substantially different in the current versus evolutionary childbirth and postpartum setting, and argue that maternal brain neuroplasticity and biochemical alterations are not an evolutionary trade-off, but an adaptation. Additionally, the incidents of poor postpartum mental health are better viewed as a maladaptation of the typical modern environments – an evolutionary mismatch. Thus, the potential to suffer from poor mental health in postpartum is an external, contingent happening, dependent on contemporary childbirth and postpartum environments, and not due to any essential property women possess as a result of evolutionary compromise. In fact, women are probably adapted to feel like superwomen right after birth, a state of mind that is an aid in adapting to motherhood. Distinguishing between evolutionary concepts in the context of pregnancy, birth, and motherhood is vital for developing more accurate preventions and interventions. (shrink)

The Ancient Egyptian hieroglyphic script contains data that shed light on 3 major issues central to current metaphor studies: (a) Where is metaphor, that is, is metaphor linguistic or conceptual? (b) If metaphor is indeed conceptual, does metaphor understanding entail creation of an ad hoc category in which the vehicle is a particularly good exemplar? (c) Is metaphor processing primarily dependent on the identification and activation of the underlying "deep structure" conceptual metaphor? The script includes an elaborate system of classifiers (...) that constitute an intensely motivated, highly constrained categorization system strictly referring to conceptual, nonlinguistic configurations. The Egyptian system is a prototype-centered classification system, from which metaphor clearly emerges as a form of alternative classification. (shrink)

In his new book Origins of Order: Project and System in the American Legal Imagination, Paul Kahn uses a conceptual array that consists of two concepts: system and project. These two concepts are c...

This work examines Richard Kilvington's Sophisma 47, in the context of the Doctrine of Obligations. Its aim is to revise the thesis of P. V. Spade, who attributes to Kilvington an intermediate position between Burley and Swyneshed, and interprets the Doctrine of Obligations in general as a Theory of Counterfactuals.

The legal language of lawyers and judges is generally dry and factual but an examination of the rulings of Israeli Supreme Court justices shows that at least some of them use very picturesque speech to support their positions. This paper describes the use of figurative language as employed by Israeli Supreme Court justices in their writing of verdicts. Examples of the use of metaphors, metonymy, word play, imagery, oxymorons, parables and allegory are cited and discussed.

The present study examined adjustment to higher education among students with disabilities immediately following their first year of study and onwards, with three primary objectives. First, we examined whether students with no disabilities adjust better to higher education than students with disabilities (mental health, physical, sensory, ADHD/LD). Second, we examined differences among the specific disability groups in adjustment to higher education overall and in specific subscales. Finally, we examined the unique pattern of adjustment in each disability group, and sought to (...) determine whether the groups differed with respect to this pattern. Of the 469 students who participated in the study, 234 had disabilities (mental health, sensory, ADHD/LD, physical) and 235 were matched controls. The results indicated that students with disabilities as a whole reported lower adjustment than did controls. A close examination of the differences between the disability groups on the four subscales demonstrated unique adjustment challenges for each of the groups. The findings demonstrate the importance of specifically examining each disability group, to learn about needs and support. (shrink)