This book is well-timed. Jones has produced a broad-ranging work focused on a novel subject: the cadaver. In this year alone, high-profile media issues have included the non-consensual storage of postmortem examination tissues at Alder Hey; the trial of Dr Heinrich Gross, for killing and storing the brains of children in Austria in the second world war; debate about the medical uses of fetal tissues, and the repatriation and reburial of indigenous remains from museums. Speaking for the Dead is underpinned (...) by a profound respect for cadavers. Jones makes the claim that respect accorded to persons (and their wishes) extends to their …. (shrink)

Early last year, the GenEthics Consortium (GEC) of the Washington Metropolitan Area convened at George Washington University to consider a complex case about genetic testing for Alzheimer disease (AD). The GEC consists of scientists, bioethicists, lawyers, genetic counselors, and consumers from a variety of institutions and affiliations. Four of the 8 co-authors of this paper delivered presentations on the case. Supplemented by additional ethical and legal observations, these presentations form the basis for the following discussion.

Building Better Health Care Leadership for Canada explains the development and implementation of the Executive Training in Research Application program. Managed and funded by the Canadian Health Services Research Foundation in partnership with the Canadian Medical Association, the Canadian Nursing Association, and the Canadian College of Health Care executives, EXTRA is a two-year national fellowship program that uses the principles of adult learning theory as well as practical projects to educate senior health care leaders in making more consistent use of (...) research evidence in their management roles. Fellows apply the theory learned in residency sessions and educational activities to projects within their home organizations. The authors identify the imperative for better use of evidence, outline the core elements of the curriculum, and capture the real-world experience of regional leaders and fellows involved in making specific changes informed by research-based evidence within their organization. Contributors include Jean-Louis Denis, Terrence Sullivan, Owen Adams, Malcolm Anderson, Lynda Atack, Robert Bell, Sam G Campbell, Sylvie Cantin, Ward Flemons, Dorothy Forbes, J. Sonja Glass, Paula Goering, Karen Golden-Biddle, Jeffrey S. Hoch, Paul Lamarche, Ann Langley, John N. Lavis, Jonathan Lomas, Margo Orchard, Raynald Pineault, Brian D. Postl, Christine Power, Trish Reay, Jean Rochon, Denis A. Roy, Andrea Seymour, Samuel B. Sheps, Micheline Ste-Marie, Nina Stipich, David Streiner, Carl Taillon, and Muriah Umoquit. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:What Do You Mean, Rhetoric Is Epistemic?William D. HarpineIn 1967, Robert L. Scott (1967) advocated that "rhetoric is epistemic." This concept has enriched the work of rhetorical theorists and critics. Scott's essay is founded in a concept of argumentative justification in rhetoric, viewed as an alternative to analytic logic. Other writers, including Brummett (1976), Railsback (1983), and Cherwitz and Hikins (1986), have offered variations on Scott's theme. The thesis (...) that rhetoric is epistemic has been controversial, however, and from the tone of the debate one may draw two conclusions: many rhetorical theorists feel that Scott was on to something important, and the thesis as it has been developed is flawed. Much of the dispute centers on what the thesis means. These discussions have not yet adequately clarified that issue.The philosopher's most fundamental obligation is to define terms with care. It is in precisely this respect that the rhetoric-is-epistemic theorists have fallen short. Some of the key terms in this literature include rhetoric, knowledge, certainty, and truth. In too many cases, the writers on rhetorical epistemology have not defined their key terms at all. In other cases, their definitions are inadequate or inconsistent. This essay undertakes to sort out the most important definitional problems, which center on the rhetoric-is-epistemic theorists' habit of equivocating about the meanings of "rhetoric" and "certainty." The result makes it possible to endorse the validity of Scott's essentially ethical conclusions, while dismissing a number of unnecessary complexities in the arguments made by rhetoric-as-epistemic theorists. Finally, a few alternatives that might lead to more robust foundations for the rhetoric-as-epistemic thesis are suggested.In 1978, after reviewing four distinct interpretations of the claim that rhetoric is epistemic, Leff concluded that clarification of what that claim means "deserves more disciplined treatment than it has received in the recent literature" (1978, 77). The same could still be said. After some [End Page 335] thirty years of active research and speculation on the topic, one now sees fewer publications specifically advocating that rhetoric is epistemic. The distinguished rhetorical theorist Barry Brummett (1990) has declared the thesis deceased (69-72).All the same, textbook authors treat the thesis as a given, despite their tendency to interpret it in wildly different ways. Foss, for example, puts forward a view that "in the field of communication, the idea that rhetoric creates reality is known as the notion that rhetoric is epistemic, which simply means that rhetoric creates knowledge; epistemology is the study of the origin and nature of knowledge" (1989, 122; emphasis in the original). This version of the thesis, claiming that rhetoric actually "creates reality," might be more ontological than it is epistemic.1 Herrick takes a dialectical view that "through rhetorical interaction, people come to accept some ideas as true and to reject others as false. Thus, rhetoric's epistemic function in society can be seen in some ways to be a result of its benefit of testing ideas." Herrick continues that "once an idea has been tested thoroughly by a group, community, and society, it becomes part of what these groups take to be knowledge." Herrick contrasts this with the rejected view that "knowledge is all objective in nature and comes to us by way of direct experience or education" (1997, 22). Both Herrick and Foss offer interesting theses, and both attribute their views to Scott, but their views are obviously very different. There can be no surer evidence of the failure to use terms precisely.Brummett (1990) attributes the demise of rhetoric-is-epistemic research to the failure of critics to employ the idea in rhetorical criticism. Brummett might be right to the extent that much of the rhetoric-is-epistemic literature is indeed exceptionally abstract. Specific discussions might clarify some issues. Nonetheless, some notable rhetorical critics have indeed employed a concept that rhetoric is epistemic (e.g., Scott and Klumpp 1984; Sullivan 1992). The issues remain unclear. Furthermore, rhetorical criticism per se cannot clarify the meanings of theoretical terms. More likely, one sees less and less published research about the thesis that rhetoric is epistemic precisely because the thesis has not been laid out clearly... (shrink)

One of Hume's most well-known works and a masterpiece of philosophy, A Treatise of Human Nature is indubitably worth taking the time to read.

Open peer commentary on the article “A First-Person Analysis Using Third Person-Data as a Generative Method: A Case Study of Surprise in Depression” by Natalie Depraz, Maria Gyemant & Thomas Desmidt. Upshot: Supplementing physiological measures with first-person data involves several benefits and challenges. The collection and analysis of the two types of data might not be optimal within the same procedural framework. Therefore, the synthesis of the two remains problematic.

Last year marked the 20th anniversary of the Foreign Corrupt Practices Act (FCPA) of 1977. The FCPA is the first and only statute prohibiting bribery and other corrupt business practices by U.S. citizens and companies conducting business overseas. This paper provides an overview of the FCPA during the two decades of its existence. More specifically, the objectives of this paper are four-fold. First, the paper provides background information about the FCPA of 1977 and subsequent amendments in 1988. Second, the paper (...) discusses the enforcement of the FCPA since its passage by examining the number of cases prosecuted under the FCPA and the respective penalties imposed. Third, the paper discusses the economic impact of the FCPA by addressing whether the FCPA places U.S. firms at a competitive disadvantage. Fourth, the paper provides public policy recommendations to expand the reach and scope of the FCPA. It covers efforts to criminalize bribery through multilateral organizations, such as the Organization for Economic Cooperation and Development (OECD), the World Trade Organization (WTO), and the Organization of American States (OAS). It also covers bilateral arrangements and efforts by non-governmental organizations such as Transparency International. (shrink)

Originally published in 1972, this book is a systematic analysis of the objectives and methods of history teaching. The book considers the criticisms of the 1960s and 70s of history as a subject and the pressures for its replacement in the school curriculum. It examines the complex psychological background of learning history and suggests that historical understanding makes an important contribution to cognitive growth. It also stresses the important part played by historical material in the emotional and imaginative life of (...) the child. Concluding with a discussion of practical classroom methods, the author proposes objectives and characteristic concepts of the subject which may be embodied in all levels of teaching. (shrink)

Susan Schneider argues that the entities to be identified as part of the 'physical base' for physicalism must be in part abstract and that this fact either falsifies physicalism or renders it so problematic as to be 'no physicalism worth having'. I accept the abstractness of the entities but argue both that physicalism is consistent with such and that none of the alleged problems for Platonistic physicalism are serious.

The concept of brain birth has assumed a position of some significance in discussions on the status of the human embryo and on the point in embryonic development prior to which experimental procedures may be undertaken on human embryos. This paper reviews previous discussions of this concept, which have placed brain birth at various points between 12 days' and 20 weeks' gestation and which have emphasised the symmetry of brain birth and brain death. Major developmental features of brain development are (...) outlined, including the gradualness with which new features generally appear, and also the electroencephalogram (EEG) characteristics of premature infants. From this it is concluded that, if the concept of brain birth is a valid one, it should be placed at 24-28 weeks' gestation. More importantly, it is concluded that the differences between brain development and brain death throw doubt on the concept itself. (shrink)