This book engages contemporary debates about the notion of secularism outside of the field of education in order to consider how secularism shapes the formation of progressive sexuality education. Focusing on the US, Canada, Ireland, Aotearoa-New Zealand and Australia, this text considers the affinities, prejudices, and attachments of scholars who advocate secular worldviews in the context of sexuality education, and some of the consequences that ensue from these ways of seeing. This study identifies and interrogates how secularism infuses progressive sexuality (...) education. It asks readers to consider their own investments in particular ways of thinking and researching in the field of sexuality education, and to think about how these investments have developed and how they shape existing discourses within the field of sexuality education. It hones in on how progressive sexuality education has come to develop in the way that it has, and how this relates to conceits of secularism. This book prompts a consideration of how "progressive" scholarship and practice might get in the way of meaningful conversations with students, teachers, and peers who think differently about the field of sexuality education. (shrink)

Although some types of cognition may not affect early vision, there is ample evidence that other types of cognition do. Evidence indicating that early vision is penetrable by direct manipulation of viewers' perceptual intentions and by knowledge of the structure of familiar objects is reviewed, and related to both the Pylyshyn target article and Fodor (1983).

This article highlights Comte's ambivalence toward the sciences, which he otherwise celebrated as the foundation of positivism. It correlates changes in his attitude with his personal expériences as an ambitious scholar unable to find acceptance and legitimacy in the leading institutions of his time, especially the Académie des sciences. Comte remained a scientific bohemian, unable to adapt to the new trends of professionalization but eager to impose his moral vision on the scientific community that rejected him. Cet article souligne l'ambivalence (...) de Comte envers les sciences, qu'il a par ailleurs déclarées bases du positivisme. Il s'agit de mettre en relation ses changements d'attitude avec ses expériences personnelles, plus particulièrement avec son échec à se faire accepter et légitimer par les grandes institutions savantes de son temps, dont l'Académie des sciences. Comte est resté scientifiquement marginalisé, peu apte à s'adapter aux nouvelles exigences de la professionnalisation, mais très soucieux d'imposer ses conceptions morales à la société scientifique qui l'a rejeté. (shrink)

This guide to several aspects of the theological and philosophical thought of John Duns Scotus gives clarity to the work of a man with a "reputation for intricate and technical reasoning.".

In 2008, the late Allan B. Wolter, OFM worked with Oleg V. Bychkov, Ph.D. to publish a ‘safe’ version of the Reportatio IA of Franciscan Master John Duns Scotus. The publication of this first book of Scotus’s Commentary on the Sentences from his Paris teaching offered scholars an opportunity to follow the Subtle Doctor’s reasoning throughout his entire teaching career: from the earliest Lectura texts, through the Ordinatio teaching, to what many consider his final say on certain matters when he (...) taught in Paris, between 1302 and 1304.While the Ordinatio claims to have been re-worked by Scotus himself, and Reportatio IA to have been ‘examined’ by Scotus, similar claims to definitive status do not appear... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 123.3 (2002) 526-529 [Access article in PDF] Jane D. Chaplin. Livy's Exemplary History. Oxford: Oxford University Press, 2000. xii + 245 pp. Cloth, $70. Hoc illud est praecipue in cognitione rerum salubre ac frugiferum, omnis te exempli documenta in inlustri posita monumento intueri; inde tibi tuaeque rei publicae quod imitere capias, inde foedum inceptu foedum exitu quod vites. —Livy, Preface 10 Livy's programmatic assertion has (...) served as the point of departure for a number of recent studies. Indeed, the book one writes seems to depend on which word or words provide inspiration: intueri (Feldherr) and monumentum (Jaeger) have had their day; now it is the turn of exempli documenta. In this beautifully argued study, Chaplin argues that close readings of scenes involving exemplary figures produce a misleadingly static view of Livy's history as a repository of fixed lessons; by studying exempla, not just at their moment of generation but as they are invoked, altered, and allowed to die away over the course of the narrative, one can see Livy showing historical processes at work and thus gain appreciation of Livy as an historian as well as a literary artist.Chaplin defines exemplum broadly, including not only what the text points [End Page 526] to as exempla or documenta but also "any specific citation of an event or an individual that is intended to serve as a guide to conduct" (3). Exempla occur at various levels of the narrative: in the historian's own voice; focalized through characters who remember the past and use it as a guide to conduct; and most frequently, in speeches. Throughout the book Chaplin is careful to distinguish between the external, reading audience and the various audiences of speeches and spectacles within the text. She points out that the reading audience has information that audiences within the text do not and thus can draw conclusions that they cannot. In showing characters within the text interpreting, reinterpreting, and learning from the past, Livy's history teaches its reading audience how to engage constructively with history, both past events and the narrative of past events.The introduction briefly reviews the use of exempla in rhetoric, the didactic features of Greek and Roman historiography, the Roman tendency to teach by example (fathers pointing out models to sons, the trappings of aristocratic funerals, statues in public places), exempla in Livy's annalistic predecessors, and their use in Polybius, and Sallust. It is hardly surprising that Livy employs exempla, but Chaplin argues well from the meager evidence that Livy surpasses his Roman predecessors in the depth and complexity with which he uses them.A close reading of Caudium in chapter 1, first the narrative of the defeat and comeback, then as an exemplum both focalized through the thoughts of others and included in various speeches, shows that great events do not have one meaning. Even the recent past is subject to interpretation, misinterpretation, and reinterpretation. The Romans' expression after their defeat has a different meaning depending on one's knowledge of the Roman character. In its early appearances as an exemplum, Caudium is a model of behavior to avoid; later, ominously invoked among other Roman comebacks by a person about to lead Romans to near disaster (22.14.4-14), it becomes an example of behavior to imitate. Chaplin's discussion of Cannae (chapter 2) reinforces this claim that exempla are malleable; which aspects of an exemplum are invoked depends on the speaker, the audience, and the immediate situation. The reading audience can see that Romans use exempla better and learn from the past better than Carthaginians do. They also learn that history does not achieve closure; rather, people move beyond it as the Romans moved beyond Cannae, because they have learned its lessons.Concluding her discussion of Cannae, Chaplin observes that "the ability to manipulate an audience's perception of the past may come from oratory, but Livy converts it into a tool of historical interpretation" (72). Chapter 3, "Reading the Past," expands on this observation. Various figures in Livy (the Praenestines at the second battle of the Allia... (shrink)

We review the findings of Cho et al.(1) on the crystal structure of a p53 tumor suppressor‐DNA complex. The core DNA binding domain of p53 folds into a structure termed a β‐sandwich, which organizes two loops and a loop‐sheet‐helix structure on one surface of p53 to interact with the consensus DNA recognition sequence of p53. These structures help to explain the functions of wild‐type p53 and the effects of tumor‐associated mutations on p53 DNA binding, transactivation and suppression of cellular proliferation.

Bruce Mitchell has observed that “It is not always possible to say with certainty whether clauses introduced by words such as þœr, þa, and þonne are principal or subordinate. The problem arises more often in the poetry, where the element order is a less certain guide than it is in the prose.” In prose the feature of the element order that usually sorts out clause-initial adverbs from conjunctions is the position of the finite verb. When the finite verb immediately follows (...) a clause-initial þœr, þa, or þonne, the initial word usually makes better sense as an adverb than as a conjunction. When one or more words intervene between the clause-initial word and the finite verb, the þœr, þa, or þonne often makes better sense as a conjunction, and S. O. Andrew therefore termed this “the conjunctive word order.” Elisabeth Traugott concurs with Mitchell's reservations about element order, writing that while differences in word order after these initial words “can often be used to distinguish a subordinate clause introduced by a conjunction from a main clause introduced by an adverb, … the distinction was never rigid, and can be regarded only as a tendency. … It certainly cannot be used as a sure test of main vs. subordinate clause status.”. (shrink)

The Western cultural consensus based on the ideas of free markets and individualism has led many social scientists to consider poverty as a personal experience, a deprivation of material things, and a failure of just distribution. Mary Douglas and Steven Ney find this dominant tradition of social thought about poverty and well-being to be full of contradictions. They argue that the root cause is the impoverished idea of the human person inherited through two centuries of intellectual history, and that (...) two principles, the idea of the solipsist self and the idea of objectivity, cause most of the contradictions. Douglas and Ney state that Economic Man, from its semitechnical niche in eighteenth-century economic theory, has taken over the realms of psychology, consumption, public assistance, political science, and philosophy. They say that by distorting the statistical data presented for policy analysis, the ideas of the solipsist self and objectivity indeed often protect a political bias. The authors propose to correct this by revising the current model of the person. Taking cultural bias into account and giving full play to political dissent, they restore the "persons" who have been missing from the social science debates. Drawing from anthropology, economics, political science, and sociology, the authors set forth a fundamental critique of the social sciences. Their book will find a wide audience among social scientists and will also interest anyone engaged in current discussions of poverty. This book is a copublication with the Russell Sage Foundation. (shrink)