Helicopter cabin noise was simulated by combining a broadband signal (pink noise, or PN) with a triad of pure tones (PT) at 650,1900, and 5000 Hz. Each component was presented at four loudness levels (0,60,70, and 80 dB[A]), with all 16 combinations arranged in two unsystematic orders. Intelligibility was measured by means of sentences to be judged as true or false. A male speaker presented 10 sentences at each noise condition. One group of subjects heard the sentences at 50 dB(A) (...) and another group at 55 dB(A). The annoyance of each noise combination was rated by the same subjects on a 5-point scale. Both sources and their interaction were significantly related to reduced intelligibility and increased annoyance at both speech levels. In general, the PN component was more responsible for loss of intelligibility, and the PT component more responsible for annoyance. (shrink)

Recent reports of CRISPR/Cas9 genome editing in parasitic helminths open up new avenues for research on these dangerous pathogens. However, the complex morphology and life cycles inherent to these parasites present obstacles for the efficient application of CRISPR/Cas9‐targeted mutagenesis. This is especially true with the trematode flukes where only modest levels of gene mutation efficiency have been achieved. Current major challenges in the application of CRISPR/Cas9 for study of parasitic worms thus lie in enhancing gene mutation efficiency and overcoming issues (...) involved in host passage so that mutated parasites survive. Strategies developed for CRISPR/Cas9 studies on Caenorhabditis elegans, protozoa and mammalian cells, including novel delivery methods, the choice of selectable markers, and refining mutation precision represent novel tactics whereby these impediments can be overcome. Furthermore, employing CRISPR/Cas9‐mediated gene drive to interfere with vector transmission represents a novel approach for the control of parasitic worms that is worthy of further exploration. (shrink)

This article analyzes the demarcations made within psychology as a feature of the “memory wars”—the current controversy around “recovered” or “false” memory. As it is played out inside professional psychology, the dispute features clinical practitioners acting largely as proponents of recovered memory and experimentalists as proponents of false memory. Tracing a genealogy of this dispute back to a pair of original sites, we show how the traditions’engagement in three modes of scientific demonstration varies systematically in terms of the modes of (...) social relation inherent in their epistemic practices and the kinds of “reliable witness” these practices produce. We conclude that whereas the experimentalist tradition is able to transporttheir produced witnesses from oneto anothersite of demonstration with relative ease, the clinical tradition has much greater difficulty in doing so and thus has to engage in a variety of compensatory demonstrative strategies. (shrink)

That process philosophy can be the foundation of the theory and practice of educating human beings is the main argument of this book. The process philosophy of Alfred North Whitehead (1861-1947) is the particular thinking on which this book is based. Readers are shown that Whitehead's process philosophy provides a frame, a conceptual matrix, that addresses their concerns about education and offers direction for their educative acts. Whitehead theorized that all living entities are connected in some way. Relatedness, connectedness, and (...) holism are recurring themes in this exploration of Whitehead's implied philosophy of education. Whitehead never wrote a philosophy of education, but his writings over a period of nearly thirty years reveal a persistent interest and concern with education. His work, ranging from Introduction to Mathematics (1911) to Adventures of Ideas (1938), is drawn on here to construct, not Whitehead's philosophy of education, but, a Whiteheadian philosophy of education. Whitehead and Philosophy of Education brings to scholars and students of education an understanding of Whitehead as an important figure in philosophy, particularly philosophy of education; an acquaintance with process philosophy; a brief treatment of Whitehead's life and an account of events and experiences that influenced his philosophizing; and an exploration of the educationally salient concepts found in Whitehead's formal and informal philosophy with special attention to Whitehead's ideas about creativity, process, rhythm, wisdom, and knowledge. Whitehead writes of phases of the rhythm of education - romance, precision, and generalization. The book is organized with attention to these three phases. Part One-Romance introduces readers to Whitehead the person, and the change of context for educating from a mechanistic world-view to an organismic one. Part Two-Precision examines Whitehead's writings, as they relate to process philosophy and to educating. Part Three-Generalization is an application of the explorations of Parts One and Two, yielding a construction of a Whiteheadian philosophy of education and suggestions for educational practice. (shrink)

Religious belief can complicate the usual management of seriously ill patients when the patient is a Jehovah’s Witness and the treatment is a blood transfusion. This narrative highlights critical points in a discussion of two cases wherein the process to promote an exercise of free will also becomes an exercise for the ethics consultant and healthcare team. Despite a medical care program’s carefully considered additions to an electronic healthcare record, additional conversation, investigation, preparation, and an open mind are required. Helping (...) conflicted family members and considering whether and in what context to contact the Jehovah’s Witness Hospital Liaison Committee complicates the approach. (shrink)

If any words are unmistakably Ciceronian, these are. Every schoolboy knew them. Generations of Latin prose composers have trotted them out with unassailable confidence. It seems almost indelicate to suggest that they are not Ciceronian at all; but it would solve the problem presented by Sallust Cat. 20.9 if this were the case. Sallust's placing of the hallowed words in the mouth of Catiline has always been something of a scandal, to be laughed off , or played down.

This book of twelve essays applies the holistic theories of process philosophy to the educational challenges that teachers face in today's complexly changing world. Topics range from staff development to spirituality, exploring issues of student and teacher motivation, developmental stages of learning, imaginative thinking and writing, nourishing relationships, moral and environmental education, and the development of hospitable learning environments.

Traditional analyses of the curve fitting problem maintain that the data do not indicate what form the fitted curve should take. Rather, this issue is said to be settled by prior probabilities, by simplicity, or by a background theory. In this paper, we describe a result due to Akaike [1973], which shows how the data can underwrite an inference concerning the curve's form based on an estimate of how predictively accurate it will be. We argue that this approach throws light (...) on the theoretical virtues of parsimoniousness, unification, and non ad hocness, on the dispute about Bayesianism, and on empiricism and scientific realism. * Both of us gratefully acknowledge support from the Graduate School at the University of Wisconsin-Madison, and NSF grant DIR-8822278 (M.F.) and NSF grant SBE-9212294 (E.S.). Special thanks go to A. W. F. Edwards.William Harper. Martin Leckey. Brian Skyrms, and especially Peter Turney for helpful comments on an earlier draft. (shrink)

Military metaphors are pervasive in biomedicine, including HIV research. Rooted in the mind set that regards pathogens as enemies to be defeated, terms such as “shock and kill” have become widely accepted idioms within HIV cure research. Such language and symbolism must be critically examined as they may be especially problematic when used to express scientific ideas within emerging health-related fields. In this article, philosophical analysis and an interdisciplinary literature review utilizing key texts from sociology, anthropology, history, and Chinese and (...) African studies were conducted to investigate the current proliferation of military metaphors. We found the use of these metaphors to be ironic, unfortunate, and unnecessary. To overcome military metaphors we propose to give them less aggressive meanings, and/or replace them with more peaceful metaphors. Building on previous authors' work, we argue for the increased use of “journey” metaphors as meaningful, cross-culturally app... (shrink)

Le débat sur la confrontation entre Socrate et Calliclès dans le Gorgias s’est principalement concentré sur ses deux premières étapes : l’exposé par Calliclès de ses thèses et leur tentative de réfutation par Socrate (481-500), ainsi que ses tentatives subséquentes de leur substituer sa propre conception de la vie bonne (501-509). On a accordé beaucoup moins d’attention à la dernière étape (509-522). C’est pourtant celle dans laquelle Platon met en scène la discussion la plus soutenue du dialogue entre les réponses (...) concurrentes (et leurs conséquences) à ce qu’on a montré être sa question centrale : le plus grand mal est-il de commettre l’injustice ou d’en être victime? Cet article examine en détail les étapes clefs de ce débat, auquel Calliclès est à nouveau invité à participer par Socrate, après qu’il a refusé de continuer à mi-chemin de la seconde phase du parcours dialectique. La thèse défendue est que le but de Platon dans cette dernière section est de montrer exactement pourquoi et comment Socrate peut entamer et poursuivre avec succès une confrontation intellectuelle avec un jeune politicien intelligent, désireux de réussir sa carrière dans la démocratie athénienne, tel qu’a été décrit Calliclès. Il échoue à le convaincre. Mais contrairement à ce qui est parfois supposé, cela n’a rien d’un échec en termes de communication intellectuelle ; la question est de savoir plutôt quels engagements fondamentaux différents Platon cherche à nous faire distinguer. (shrink)

Malcolm Jones; Innate Powers, Concepts and Knowledge: a critique of D. W. Hamlyn's account of concept possession, Journal of Philosophy of Education, Volume 15.

Aristotle's Politics is widely recognized as one of the classics of the history of political philosophy, and like every other such masterpiece, it is a work about which there is deep division.

En faisant usage des intuitions de la philosophie de la science, l'étude compare les voies d'approches en recherche néotestamentaire et en philologie classique. La recherche néotestamentaire a mis en oeuvre une certaine méthode qui était en vogue en philologie classique durant le 19ème siècle, mais qui fut finalement rejetée par la plupart des philologues classiques. Il s'agit d'une méthode sceptique plutôt que critique, car elle rend toute prétention à la connaissance problématique ou même impossible. Son origine dernière se trouve dans (...) la méthode du doute systématique proposée par Descartes. Telle qu'elle est pratiquée aujourd'hui, cependant, la méthode sceptique est semblable à la philosophie de la science suggérée par le cercle de Vienne en les années 1920, mais que les héritiers de cette école regardent aujourd'hui comme trop simpliste. Des exemples concrets, tirés de la pratique courante de la recherche, montrent comment une méthode sobrement critique peut trouver place dans les études du Nouveau Testament, à condition seulement que les dangers de la méthode sceptique soient clairement aperçus. (shrink)

Whewell, William (b Lancaster, England, 24 May 1794; d Cambridge, England, 6 March 1866) Born the eldest son of a carpenter, William Whewell rose to become Master of Trinity College, Cambridge and a central figure in Victorian science. After attending the grammar school at Heversham in Westmorland, Whewell entered Trinity College, Cambridge and graduated Second Wrangler. He became a Fellow of the College in 1817, took his M.A. degree in 1819, and his D.D. degree in 1844.

In lieu of an abstract, here is a brief excerpt of the content:Comments on “Moral Complicity in Induced Pluripotent Stem Cell Research”W. Malcolm Byrnes, Ph.D. and Edward J. FurtonIn his article titled “Moral Complicity in Induced Pluripotent Stem Cell Research,” Mark T. Brown (2009) unfortunately mischaracterizes my ethical analysis of the use of induced pluripotent stem (iPS) cells for replacement therapies, or treatments (Byrnes 2008). In my paper, which Brown cites, I argue that, just as it is ethically acceptable (...) for parents to allow their children and themselves to be immunized using vaccines produced by cell lines derived from human fetuses aborted in the past, it is also acceptable for persons in the future to benefit from treatments that use iPS cells validated using human embryonic stem (ES) cell lines [End Page 202] derived in the past. The assumption I make is that iPS cells would have to be shown to be functionally equivalent to human ES cells—i.e., validated—before they could be used for cell replacement treatments. (If it turns out that this assumption is incorrect, and primate or even mouse ES cells can be used for the validation, then all residual ethical problems will disappear and there will be no ethical problems whatsoever associated with iPS cells.) I wrote:... [I]n both cases, the origin of the treatment is in a one-time event: either the one-time use of aborted fetuses to obtain cell lines (e.g., MRC-5 and WI- 38) to grow weakened virus strains for vaccine production, or the one-time destruction of human embryos to validate iPS cells, which then effectively replace embryonic stem cells. In the latter case, if no additional embryonic stem cell lines are derived, then derivation of the existing lines could be considered a “one-time” event in the past, albeit an event that extended over a several-year period(Byrnes 2008, p. 287, emphasis added).Note the phrase “if no additional embryonic stem cell lines are derived.” The derivation of ES cell lines inherently involves destruction of embryos; indeed, that is why many people, including me, are opposed to human ES cell research. In my article, I am arguing that, if no additional ES cell lines are derived, then no additional human embryos will be destroyed, and the destruction of human embryos will lie in the past. In this case, embryo destruction could be considered a past event, just as the abortion of a human fetus from which vaccine-producing cell lines were derived is a past, albeit tragic, event.In the process of building his argument that proponents of iPS cell research are morally complicit in embryo destruction, Brown (2009, p. 15) casts me as being in favor of the “derivation of new embryonic stem [cell lines].” This is the exact opposite of my position. In fact, I am opposed to further destruction of human embryos. I believe that the hundreds of ES cell lines already in existence are more than sufficient to validate iPS cells and so no additional lines need to be derived. This means that no additional human embryos will need to be destroyed.Apparently based on the misperception that I support future destruction of human embryos, Brown concludes that “Byrnes’s endorsement of ongoing iPSC validation studies would seem to implicate him and those who follow his lead in formal and material complicity in what they perceive as moral evil” (p. 16). He writes that “explicit formal complicity would attach because he [Byrnes] knowingly and intentionally recommends that embryos be killed in order to facilitate a transition to a future in which no more embryos need be destroyed” (p. 16). Additionally, my “followers” and I would be guilty of “proximate material complicity” as well as “remote material complicity” (p. 16). Unfortunately, this broad condemnation is based on a misconception of my actual position.An additional problem involves Brown’s use of a quotation he attributes to me: [End Page 203]Once embryonic stem cells are used to successfully validate iPS cells, they will no longer be needed and their association with iPS cells will lie in the past. Is there not an element of sadness and resignation in accepting something (iPS cells) associated with an unjust act (destruction of an... (shrink)

Boethius's Consolation of Philosophy, written in Latin around 525 A.D., was to become one of the most influential literary texts of the Middle Ages. The Old English prose translation and adaptation which was produced around 900 and claims to be by King Alfred was one of the earliest signs of its importance and use, and the subsequent rewriting of parts as verse show an interest in rivalling the literary shape of the Latin original. The many changes and additions have much (...) to tell us about Anglo-Saxon interests and scholarship in the Alfredian period. This new edition is the first to present the second prose-and-verse version of the Old English text, and allows it to be read alongside the original prose version, for which this is the first edition for over a century, and the introduction and commentary reveal much about the history of the text and its composition. The edition contains critical texts of both versions; a translation; a full introduction examining the manuscripts, the composition of the prose text and of the subsequent verse, the language, the authorship and date of the two versions, the relationship to other texts of the period and later uses of it, and the nature and purpose of the work; a detailed commentary exploring the relationship to the Latin text and to the early medieval commentary tradition; textual notes; and a glossary. (shrink)

This paper considers the date and authorship of chapters 8-11 of the Art of Rhetoric‚ falsely attributed to Dionysius of Halicarnassus. Analysis of the two chapters on "figured speech" suggests that chapter 9 is an unfinished attempt by the author of chapter 8 to rework the material into a more radical (but, in fact, conceptually flawed) refutation of those who rejected the concept. Distinctive common features indicate that chapters 10-11, on declamation and criticism, are by the same author. The texts (...) probably date to the early second century A.D.; the author was perhaps the Aelius Sarapion attested in the Suda. (shrink)

Puzzle solving in normal science involves a process of accommodation—auxiliary assumptions are changed, and parameter values are adjusted so as to eliminate the known discrepancies with the data. Accommodation is often contrasted with prediction. Predictions happen when one achieves a good fit with novel data without accommodation. So, what exactly is the distinction, and why is it important? The distinction, as I understand it, is relative to a model M and a data set D, where M is a set of (...) equations with adjustable parameters (i. e., M is a family of equations with no free parameters). Definition: Model M predicts data D if and only if either (a) all members of M fit D well, or (b) a particular predictive hypothesis is selected from M by fitting M to other data, and the fitted model fits D well. M merely accommodates D if and only if (i) M does not predict D, and (ii) the predictive hypothesis selected from M using other data does not fit D well. There will be cases in which a model M neither predicts nor accommodates D. These are the cases in which we are willing to say that data falsifies the model. So, the distinction between prediction and accommodation applies only when there is no falsification. (shrink)