The Direction of Medical Ethics The direction bioethics, and specifically medical ethics, will take in the next few years will be crucial. It is an emerging specialty that has attempted a great deal, that has many differing agendas, and that has its own identity crisis. Is it a subspecialty of clinical medicine? Is it a medical reform movement? Is it a consumer pro tection movement? Is it a branch of professional ethics? Is it a ra tionale for legal decisions and (...) agency regulations? Is it something physicians and ethical theorists do constructively together? Or is it a morally concentrated attack on high technology, with the prac titioners of scientific medicine and the medical ethicists in an adversarial role? Is it a conservative endeavor, exhibiting a Frankenstein syn drome in Medical Genetics ("this time, they have gone too far"), or a Clockwork Orange syndrome in Psychotherapy ("we have met hods to make you talk-walk-cry-kill")? Or does it suffer the afflic tion of overdependency on the informal fallacy of the Slippery Slope ("one step down this hill and we will never be able to stop") that remains an informal fallacy no matter how frequently it's used? Is it a restricted endeavor of analytic philosophy: what is the meaning of "disease," how is "justice" used in the allocation of medical resources, what constitutes "informed" or "consent?" Is it applied ethics, leading in clinical practice to some recommenda tion for therapeutic or preventive action? This incomplete list of questions indicates just how complex. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:January 12, 2013 (10:49 am) C:\WPdata\TYPE3202\russell 32,2 062 red.wpd 1 [For document sources and the pseudonyms used, see the entries in D.4 of the Malleson bibliography in this issue. The Wrst is under “Hemma Hos br”.z—zK.B.] 2 [Russell had given Malleson directions: “Festiniog is 3 miles from Blaenau Festiniog, along the road to Port Madoc; our cottage is a quarter of a mile from Festiniog, towards Port Madoc; the (...) inn, the Pengwern Arms, is at our end of the village. You would not Wnd our cottage on any map, but you might Wnd Bryn Llewelyn, a big house next door. Festiniog is on a ridge between two mountain streams, the Teigl and the Cynval” (24 Aug. 1948, ra3 596.200860). Find it at 52 57N32.17ON, 3 56N29.04OW on Google Earth.] 3 [Russell’s later secretary, Christopher Farley, attended the evacuated school.] russell: the Journal of Bertrand Russell Studies n.s. 32 (winter 2012–13): 161–9 The Bertrand Russell Research Centre, McMaster U. issn 0036-01631; online 1913-8032 ocuments THREE PORTRAITS OF BERTRAND RUSSELL AT HOME1 Constance Malleson i.w“bertrand russell at home” (1949) A ysage in ancient times once said that the best and wisest men love ythe ymountains and the sea. So it is perhaps not surprising to Wnd yEngland’s ygreat philosopher, Bertrand Russell, living in a little grey stone cottage on the side of a mountain and within sight of the sea. At a bend in a steep road, you suddenly come upon it: a typically Welsh looking place, for it is situated not far from the village of Llan Ffestiniogz—zin North Wales. It is small-scale country, this north-western corner of Merioneth: small steep hills; small glistening-green oak woods; small compact purple mountains (about 2,000 feet high). Ffestiniog village stands upon a ridge with a deep valley on either side; and a river, with white churning waterfalls, in each valley. From the grey stone terrace in front of Russell’s cottage, the whole Vale of Ffestiniog opens out to the shining estuary and the sea.2 The terrace has three tall, clipped, very prim looking bay trees; and all the cottage’s eight windows and two doors open out onto it; and Russell will tell you (with a lightly sardonic tone in his voice) that there were originally six trees, but that A.yS. Neill’s small scholars cut down three of them. (A.yS. Neill’s famous “experimental” school was evacuated here during the war.3 ) While Russell is himself an advocate of a very great deal of freedom in education, he thinks it is a pity if small children grow up without any knowledge whatever in their heads. At the western end of the terrace, the cottage has a projecting wing and it is January 12, 2013 (10:49 am) C:\WPdata\TYPE3202\russell 32,2 062 red.wpd 162 constance malleson 4 [B.yH. Liddell Hart (1895–1970). Conrad Russell recalled him visiting in “Shaking OT the Family Curse” (interview), The Independent on Sunday, 13 June 1999, pp. 16–17.] 5 [Edward, Earl of Clarendon, The History of the Rebellion and Civil Wars of England Begun in the Year 1641, 3 vols. (Oxford, 1704). The copy is still in Russell’s library.] 6 [It was the unique Doves type that T.yJ. Cobden-Sanderson disposed of in this way in 1916. He died in 1923. Many Doves Press publications remain in Russell’s library.] 7 [1817–1857. Finnish book collector.] 8 [The book was on loan to Russell from Malleson. She later sent a wedding oTering of what is probably the same copy to the Editor and his wife.] 9 [One such stone jar, with a screw-on top, is in ra.] there that Russell’s own small son, Conrad, age twelve, has his bedroom. Its walls are covered with delightful, large, coloured, historical maps of the world; and it once happened that, when the famous military expert of The Times, Liddell Hart,4 was visiting Russell and holding forth about some very remote and little known place, Conrad piped up and corrected him... (shrink)

Daniel Whistler and Daniel Hill ask what kind of harm religious symbols might cause.

Theories and Methods is the one compulsory unit on the AEB and Interboard syllabuses. This guide outlines the main sociological perspectives, and discusses three main approaches: positivism, phenomenology and critical social research. The topic-book format should be suitable for linear and modular courses, and there are sample questions and skills advice.

Länsimaisessa kulttuurissa ihminen on perinteisesti esitetty omalakisena ja itseriittoisena toimijana, vaikka yhteiskunta on aina rakentunut monilajisen vuorovaikutuksen varaan. Eläimillä on ollut ja on edelleenkin merkittävä vaikutus ihmisten historiaan ja yhteiskuntaan. Kanssakulkijat valottaa niitä erilaisia tapoja, joilla ihmiset ovat suhtautuneet kohtaamiinsa eläimiin ja jakaneet arkensa, työnsä ja kotinsa niiden kanssa. Monitieteinen teos nostaa esiin ihmisten ja eläinten vuorovaikutuksen moninaisia muotoja ja erittelee niissä tapahtuneita muutoksia Suomessa.

The essays in this book criticise the new positivism in education policy, whereby education is systematically reduced to those things that can be measured by so-called 'objective' tests. School curricula have been narrowed with an emphasis on measurable results in the 3 R’s and the ‘quality’ of university departments is now assessed by managerial exercises based on commercial audit practice. As a result, the traditional notion of liberal arts education has been replaced by utilitarian productivity indices.

Treatises, with Arthadyotanikā auto commentary, of the Dvaita and Advaita school in Hindu philosophy.

In lieu of an abstract, here is a brief excerpt of the content:WAiINWRIGHT, MARI'.rAIN, AND AQUINAS ON TRANSCENDENT EXPERIENCES1 Lours RoY, O.:P. Boston College Chestnut Hill, Massachusetts WHAT COULD ALLOW thoo1ogiianis to s1ay that rbrtanJScendent expmiences we, exiplicitly or implicitly, expenienoos of God? To ooswieir tMs question fully, one would ihavie Ibo ooga;ge in :two d:iisltmot mqumi1es. Fiirsit, religious, moml, iand psyoho101 giical icristeci:a 1are required in the evtalurution of concrete oases. They ctan he found in rthe grerut spi:ritUJal (...) wriitings of humankind. Secood, one mustt have reOOUTISe to ep;iisttemo1ogiica:l :and thieo1ogiaa1 foru.ndmbions if one wianits 1to 1an.swer tb.ie questtion in. its generality. ln,thJi:s a:riticle, I shall not preserut 1tihe religious, moral, 1and psychofogica1 criteria, because I sihou1d Jrike to OOiilCelllb:iaJte on mrueillecrtUJal prohliems invohiimg tihe sooond kmd of ·consideration. I shiaill use ais 1a ISl'bar:bing-pomt 1a book on mys:ticism written by Wiilliiam J. W1ainwcight. Turr tihe purposes of ttihis ess:ay, "trlanJScenidelllt experiences" wiilil. mean whmt W1affin:WI"ight calls " mystical experienoos " or " uniJtM"Y srbrubeis." 2 The phvase wi:ll. ailso inclUJde Otito'1s " nu:minoUJs etpeirieinces," Mrusforw's " peak expeme:nces" and, vecy hrorudJy, wll experiences that do not :focus on 1a, specific tidea :but afiectively open up to the mySltery wll:uich enoompas1ses hruman li£e. 1 I am grateful to the members of the Boston Theological Society for their questions and comments on the initial version of this essay. 2See his definition, in Mysticism: A. Study of Its Nature, Cognitive Value and Moral Implications (Madison: University of Wisconsin Press, 1981), IS. The rest of his first chapter offers a good discussion of problems of typology as well as of the distinction between descriptions and interpretations of mystical experiences. Unfortunately I cannot take account of this interesting discussion in the limits of this paper. 655 656 LOUIS ROY, O.P. In conrtending thrut my:stical experieTIJces ihav;e nnetic v:al,idity if they are ra speciiaI kind of perception, W ainw~igrhit tries to 'Settle an 1:epis1temo10-gicra1l is1sue; ill downplaying "doctrina1l con-.sideration:s" and iJn rejeobing ",a thieo1ogical op~nion whioh cannoit he esbaiblished ihy philosoplhi1oal rea1s10n," 3 he suggesit,s 1bhat his oolJJ!teTIJtiion can 1and should he 1supp01rted only by philosophioal a11gumelJJ!t1s. In thi'S esisay, I intend 1to ques1truon thi:s two.fo1d 1tlhesis of Wwinwrrtiight'1s 1and to explore an albernartive. Wa:inwright, whose manner of dea1ing wirbh iinitellectuaJ proh1ems 1acoo,rds with \the p11esent-day main lme in Ang1o-American philosophy of re1i§ion,4 non:ebheless pays metiiculou:s a.trbention Ito neoscho1a1s1tic theori!es of mys1tiioism in Chapter 4 of his hook. Such 1an a;t1t:empt 1at serious diJalogue is of specia,l :intel'es1t since :i:t illu:stria1tes the diffioulty of finding a mee1ting ground for three qUJite different scho1w1·Jy wo,rlds: the p0:s1t-rpie1t~st one, wihich I regard a,s W,ruinwr.ighit'·s, modern sohoilais1t1icrsm, and Thomas Aquinas. A1though W1a1inwr1igh1t does not refer 1 to the lat:ter's views on the.topic, these views nev:erthe1e:s,s de:serve examination bo1th 1a1s the sou11oe of neoscho:iJa,stic 1theorie1s and 1as conti :ia:sting in 1s1 evera1 111espects wiith,them. The first pa~t of my paper will sketch three of the intellec1tuaJ contexits in which triam:soendefll!t experi!enoes may be discussed. The second part will highlight some features of Aquinrus's episitmnology and theo1ogy of gmce which whll enable us fo dertel'ITl!iDJe 1 at whait levels of cogn:iition experienceis of 1t11amiscendence should be s]tua1ted 1 and in what 1s1ense they may rbe s1aid to he experielll!ceis of God. 'Iihe third rpart wm presie111t how Thomais envisages the role of love :in 1the affective knowledge tha1t rbe1ieviers i;eceiive of God. F1inailly, the fomlth pamt will indicrabe the modial~ty of such lmowledge, namely, the dimect a1iva:renerss of orur aets and fee1ings of 1ove. a Wainwright, 162-163 and 180. 4 Exemplified by such authors as John Hick, Stephen Katz, Ninian Smart, Walter T. Stace, R. C. Zaehner. TRANSCENDENT EXPERIENCES 657 I. Three lnterprretative Contexts Since Schleiermadher, moist German... (shrink)

It is widely believed that gendered expectations are communicated to children in the process of socialization. However, there is reason to ask whether and how gender is constructed in Black families. An early perspective that still continues to inform some contemporary research is assimilationism, which assumes that Black people embrace and pass on to their children the gender norms of the dominant white society. The Afrocentric perspective challenges this view, maintaining that the unique historical experiences of Blacks have militated against (...) an emphasis on rigid gender distinctions, and that relative gender neutrality exists in Black families' child-rearing practices. The development of multicultural feminist theory, which argues that the impact of race on gender varies by social class, implies that both assimilationism and Afrocentrism may be overgeneralizations. Yet, little systematic research has been done on whether race makes a difference in how parents view gender. The authors use data from surveys completed by a nonrandom sample of parents in 202 African American and 204 white families in two large metropolitan school districts to examine the impact of gender, race, and class on parents' self-reports of their immediate priorities and long-term goals for their children, their view of the parenting role, and their discipline strategies. The findings are consistent with multicultural feminist theory: Race and social class interact to shape the intergenerational construction of gender in families. (shrink)

Sanskrit text with commentaries on the theories of error in Mīmāṃsa school in Hindu philosophy by Maṇḍanamiśra, 7th century philosopher.

Life and works of Vācaspatimiśra, fl. 976-1000, Hindu philosopher; with special reference to his contribution to the Advaita school.

The most striking region of structural differentiation of a eukaryotic chromosome is the kinetochore. This chromosomal domain plays an integral role in the stability and propagation of genetic material to the progeny cells during cell division. The DNA component of this structure, which we refer to as the centromere, has been localized to a small region of 220–250 base pairs within the chromosomes from the yeast Saccharomyces cerevisiae. The centromere DNA (CEN) is organized in a unique structure in the cell (...) nucleus and is required for chromosome stability during both mitotic and meiotic cell cycles. The centromeres from one chromosome can stabilize small circular minichromosomes or other yeast chromosomes. The centromeres may therefore interact with the same components of the segregation apparatus regardless of the chromosome in which they reside. The CEN DNA does not encode any regulatory RNAs or proteins, but rather is a cis‐acting element that provides genetic stability to adjacent DNA sequences. (shrink)

Designed to bring the concepts and methods of philosophy to bear on practical concerns, the essays in this volume discuss the environment, personal relationships, war, terrorism and violence, social justice and medicine. Contributors emphasize the metaphysical and ethical dimensions.

"The University of Missouri's rich record of accomplishment and service to Missouri, the nation, and the world is captured in this collection of photographs of campus landmarks, people, events, and Tiger spirit. Includes a history of the campus and timeli.

The goal of this article is to take a step toward the resolution of the problem of finding an analytic sequent calculus for the logic of proofs. For this, we focus on the system Ilp, the intuitionistic version of the logic of proofs. First we present the sequent calculus Gilp that is sound and complete with respect to the system Ilp; we prove that Gilp is cut-free and contraction-free, but it still does not enjoy the subformula property. Then, we enrich (...) the language of the logic of proofs and we formulate in this language a second Gentzen calculus Gilp∗. We show that Gilp∗ is a conservative extension of Gilp, and that Gilp∗ satisfies the subformula property. (shrink)

This chapter contains sections titled: Introduction Historical‐Dialectical Thought in Hegel and Marx Marx's Onto‐formative View of Human Nature Capitalism As a Counter‐ontological, Fetishizing Force Gramsci's Historical and Dialectical Campaign against Capitalism Conclusion Notes References.

"Aristotelian Dialectic" is a dialogue between two persons, T and Q, concerning Aristotle's views on the nature of dialectic and rhetoric and also on the role of dialectic and rhetoric in modern education. T advances two theses: that Aristotle views dialectic and rhetoric as intellectual martial arts. to be used to combat the sophists; and that these arts form the basis of Homeric education. T defends this view by examining what Aristotle has to say in the Topics, The Sophistical Refutations, (...) The Posterior Analytics, and The Rhetoric. T also indicates a strong belief that these arts are as important for education today as they were in Aristotle's time. To drive home this point, T uses many of the techniques he ascribes to Aristotle on Q in the course of their discussion. (shrink)