IntroductionCognitive impairment is a highly prevalent non-motor feature of Parkinson’s disease. A better understanding of the underlying pathophysiology may help in identifying therapeutic targets to prevent or treat dementia. This study sought to identify metabolic alterations in the prefrontal cortex, a key region for cognitive functioning that has been implicated in cognitive dysfunction in PD.MethodsProton Magnetic Resonance Spectroscopy was used to investigate metabolic changes in the PFC of a cohort of cognitively normal individuals without PD, as well as PD participants (...) with either normal cognition, mild cognitive impairment, or dementia. Ratios to Creatine resonance were obtained for glutamate, glutamine and glutamate combined, N-acetylaspartate, myoinositol, and total choline, and correlated with cognitive scores across multiple domains administered to the PD participants only.ResultsWhen individuals retain cognitive capabilities, the presence of Parkinson’s disease does not create metabolic disturbances in the PFC. However, when cognitive symptoms are present, PFC Glu/Cre ratios decrease with significant differences between the PD-NC and PPD groups. In addition, Glu/Cre ratios and memory scores were marginally associated, but not after Bonferroni correction.ConclusionThese preliminary findings indicate that fluctuations in prefrontal glutamate may constitute a biomarker for the progression of cognitive impairments in PD. We caution for larger MRS investigations of carefully defined PD groups. (shrink)

In this book, Rhodes provides a nonevaluative account of coercion. He begins with a thorough discussion of the charge that coercion is an essentially contested concept. He argues that effective communication of regulations pertaining to human conduct requires a basic level of clarity as to the kind of conduct being regulated. Accordingly, he argues that before we prescribe or proscribe conduct, we should describe it. In short, he maintains that wherever possible description should precede prescription and proscription. Rhodes begins his (...) descriptive project by providing a fundamental account of human motivation. Upon this foundation he supports his distinctions between threats, offers, throffers, and neutral proposals. He argues that all coercion claims can be understood in light of these components. He applies this analysis to three prominent accounts of coercion as advanced by F.A. Hayek, Harry Frankfurt, and Robert Nozick. After comparing and contrasting these views, Rhodes provides his own account. Rhodes's account is based upon the identification of what he refers to as perceived-threat-avoidance-behavior as a necessary condition for coercion. As a descriptive, or nonevaluative, account, Rhodes is able to identify coercion independent from normative judgments. He argues that it is not the wrongfulness of some conduct that makes it coercion, instead, it is the coerciveness of some conduct that makes it wrong. Unique to Rhodes's account, coercion is not necessarily wrong. As a descriptive account, his view permits an independent analysis of the moral status of an act of coercion. The book concludes with a discussion of the normatively significant variables of a coercion claim. (shrink)

In this book, Michael R. Slater provides a new assessment of pragmatist views in the philosophy of religion. Focusing on the tension between naturalist and anti-naturalist versions of pragmatism, he argues that the anti-naturalist religious views of philosophers such as William James and Charles Peirce provide a powerful alternative to the naturalism and secularism of later pragmatists such as John Dewey and Richard Rorty. Slater first examines the writings of the 'classical pragmatists' - James, Peirce, and Dewey - and (...) argues for the relevance of their views for thinking about such topics as the nature of religion and the viability of natural theology. His final three chapters engage with the religious views of later pragmatists such as Rorty and Philip Kitcher, and with current philosophical debates over metaphysical realism, naturalism, and evidentialism. His book will be of particular interest to philosophers of religion, theologians, and specialists in American philosophy. (shrink)

Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of (...) their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic. (shrink)

One aim philosophers have in constructing moral theories is to identify the natural or non-Moral characteristics that make actions right or obligatory, Things good, Or persons virtuous. Yet we have no clear understanding of what it is for certain of a thing's non-Moral properties to be responsible for its moral properties. Given the recent interest in the concept of supervenience one might think that the dependence of moral on natural properties could be explained in terms of it. Unfortunately, None of (...) the definitions of supervenience offered so far is adequate to this task, And indeed, There is some reason to think that this dependence relation is ultimately mysterious. (shrink)

What is the Moral Problem? NORMATIVE ETHICS VS. META-ETHICS It is a common fact of everyday life that we appraise each others' behaviour and attitudes from ...

This chapter outlines something of Mario Bunge’s long life and career as a physicist-philosopher originally living and working in Argentina for 40 years, then in Canada for nearly 60 years. It indicates the extraordinary breadth, depth and quantity of his research publications. It deals briefly with some key components of his work, such as: systemism, causation, theory analysis, axiomatization, ontology, epistemology, physics, psychology and philosophy of mind, social science, probability and Bayesianism, defence of the Enlightenment project, and education. Finally, the (...) chapter gives an account of the structure of the festschrift, and an indication of each of the 41 contributions. (shrink)

In the 1960s molecular population geneticists used Monte Carlo experiments to evaluate particular diffusion equation models. In this paper I examine the nature of this comparative evaluation and argue for three claims: first, Monte Carlo experiments are genuine experiments: second, Monte Carlo experiments can provide an important meansfor evaluating the adequacy of highly idealized theoretical models; and, third, the evaluation of the computational adequacy of a diffusion model with Monte Carlo experiments is significantlydifferent from the evaluation of the emperical adequacy (...) of the same diffusion model. (shrink)

This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more (...) informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK. (shrink)

I’m not sure one even needs to think a state of affairs is true for us to take attitudinal pleasure in it. We surely take pleasure in imagining states of affairs. In such a case, we are well aware that the state of affairs that is the object of our enjoyment does not obtain. What is the proper account of the pleasure we take from imagining? I am fairly sure this is not a type of sensory pleasure. Would it make (...) sense to say that what S is attitudinally pleased by is the state of affairs consisting of S’s imagining p rather than p? I don’t think this will do. It seems possible for S to take pleasure in the imagined state of affairs, p, but not in the state of affairs of S’s imagining p. Consider the case of Chastity, who has had a puritanical upbringing. One day Chastity imagines a torrid romantic encounter with one of her co-workers. Quite in spite of herself, Chastity is pleased by the state of affairs which she merely imagines. But her upbringing has left its mark on her, so she feels very guilty about allowing her thoughts to run in such an unwholesome direction. Chastity is pained by the state of affairs consisting in her imagining the encounter. (shrink)

In their article Beyond Suppressing Testosterone: A Categorical System to Achieve a “Level Playing Field” in Sport, Jennings and Braun (2024) accurately display how the World Athletics’ (WA) restri...

This chapter contains sections titled: The Bridgeless Gap? Species Selection The Macroevolution Dispute as a Biological Controversy Postscript: Counterpoint Acknowledgments References.

This book offers a new interpretation of William James's ethical and religious thought. Michael Slater shows that James's conception of morality, or what it means to lead a moral and flourishing life, is intimately tied to his conception of religious faith, and argues that James's views on these matters are worthy of our consideration. He offers a reassessment of James's 'will to believe' or 'right to believe' doctrine, his moral theory, and his neglected moral arguments for religious faith. And (...) he argues that James's pragmatic account of religion is based on an ethical view of the function of religion and a realist view of the objects of religious belief and experience, and is compatible with his larger conception of pragmatism. The book will appeal to readers interested in the history of modern philosophy, especially pragmatism, as well as those interested in moral philosophy, religion, and the history of ideas. (shrink)

Recently, a number of philosophers of biology have endorsed views about random drift that, we will argue, rest on an implicit assumption that the meaning of concepts such as drift can be understood through an examination of the mathematical models in which drift appears. They also seem to implicitly assume that ontological questions about the causality of terms appearing in the models can be gleaned from the models alone. We will question these general assumptions by showing how the same equation (...) — the simple 2 = p2 + 2pq + q2 — can be given radically different interpretations, one of which is a physical, causal process and one of which is not. This shows that mathematical models on their own yield neither interpretations nor ontological conclusions. Instead, we argue that these issues can only be resolved by considering the phenomena that the models were originally designed to represent and the phenomena to which the models are currently applied. When one does take those factors into account, starting with the motivation for Sewall Wright’s and R.A. Fisher’s early drift models and ending with contemporary applications, a very different picture of the concept of drift emerges. On this view, drift is a term for a set of physical processes, namely, indiscriminate sampling processes. (shrink)

DOES A STANDARD OF DESERT BELONG IN CHRISTIAN CONCEPTIONS OF distributive justice? This essay places John Calvin and John Rawls, two of desert's most incisive critics, in conversation to examine the theological and philosophical issues raised by this question. Calvin and Rawls make similar arguments against deservingness as a moral principle, but Calvin emerges as the more adamant detractor, noting that God's grace and humanity's corrupt nature make the validity of positive human desert claims virtually unthinkable. Still, the moral force (...) of desert invites a reevaluation of both Calvin's and Rawls's objections and the fittingness of this principle to theological conceptions of distributive justice. (shrink)

History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...) integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

Unlike the most well‐characterized prokaryotic polymerase, E. Coli DNA pol I, none of the eukaryotic polymerases have their own 5′ to 3′ exonuclease domain for nick translation and Okazaki fragment processing. In eukaryotes, FEN‐1 is an endo‐and exonuclease that carries out this function independently of the polymerase molecules. Only seven nucleases have been cloned from multicellular eukaryotic cells. Among these, FEN‐1 is intriguing because it has complex structural preferences; specifically, it cleaves at branched DNA structures. The cloning of FEN‐1 permitted (...) establishment of the first eukaryotic nuclease family, predicting that S. cerevisiae RAD2 (S. pombe Rad13) and its mammalian homolog, XPG, would have similar structural specficity. The FEN‐1 nuclease family includes several similar enzymes encoded by bacteriophages. The crystal structures of two enzymes in the FEN‐1 nuclease family have been solved and they provide a structural basis for the interesting steric requirements of FEN‐1 substrates. Because of their unique structural specificities, FEN‐1 and its family members have important roles in DNA replication, repair and, potentially, recombination. Recently, FEN‐1 was found to specifically associate with PCNA, explaining some aspects of FEN‐1 function during DNA replication and potentially in DNA repair. (shrink)

: Where there are cases of underdetermination in scientific controversies, such as the case of the molecular clock, scientists may direct the course and terms of dispute by playing off the multidimensional framework of theory evaluation. This is because assessment strategies themselves are underdetermined. Within the framework of assessment, there are a variety of trade-offs between different strategies as well as shifting emphases as specific strategies are given more or less weight in assessment situations. When a strategy is underdetermined, scientists (...) can change the dynamics of a controversy by making assessments using different combinations of evaluation strategies and/or weighting whatever strategies are in play in different ways. Following an underdetermination strategy does not end or resolve a scientific dispute. Consequently, manipulating underdetermination is a feature of controversy dynamics and not controversy closure. (shrink)

Many popular business strategies, such as re-engineering, core competency, and value engineering, may achieve short-term profits by antagonizing workers and alienating customers. We contend that self-actualized companies must create an ethical business environment grounded in three ethical principles. To suggest these principles, which characterize all "volitionist companies", we first review two typical problems and the questionable ways that some companies resolved them. Then, we discuss these principles and compare "volitionism" to three well- known normative ethical theories. Finally, we show that (...) these principles form the core of at least four popular management theories. (shrink)

One new tradition that has emerged from early research on autonomous robots is embodied cognitive science. This paper describes the relationship between embodied cognitive science and a related tradition, synthetic psychology. It is argued that while both are synthetic, embodied cognitive science is antirepresentational while synthetic psychology still appeals to representations. It is further argued that modern connectionism offers a medium for conducting synthetic psychology, provided that researchers analyze the internal representations that their networks develop. The paper then provides a (...) detailed example of the synthetic approach by showing how the construction of a connectionist network can be used to contribute to a theory of how humans solve Piaget's classic balance scale task. (shrink)

The traditional distinction between Millian and Fregean theories of names presupposes that what Mill calls ‘connotation’ lines up with what Frege calls ‘sense.’ This presupposition is false. Mill’s talk of connotation is an attempt to bring into view the line of thought that crystallizes in Frege’s distinction between concept and object. This latter is the semantic dualism of my title.

This paper presents Anthony Steinbock's broad theory of moral emotions and specifically the distinction he draws between the temporal orientation and the temporal meaning of emotions. The latter distinction is used in order to provide phenomenological descriptions of, and distinctions between, patience and impatience. The paper takes leading clues from Steinbock’s work in an effort to “do” phenomenology in a way that clarifies these specific natural attitude intentionalities.

Certain versions of liberalism exclude from public political discussions the reasons some citizens regard as most fundamental, reasons having to do with their deepest religious, philosophical, moral or political views. This liberal exclusion of deep and deeply held reasons from political discussions has been controversial. In this article I will point out a way in which the discussion seems to presuppose a foundationalist conception of human reasoning. This is rather surprising, inasmuch as one of the foremost advocates of liberalism, John (...) Rawls, is also known for being one of the first advocates of reflective equilibrium, which is clearly a coherentist approach to theory construction and justification. I will begin in Park I by making my charge against an almost embarrassingly crude presentation of the liberal position. Then in Part II I will leap to Rawls' version of liberalism, obviously by far the most sophisticated working out of the position, and try to see whether anything remains of my criticism. (shrink)

The clinical Bioresearch Monitoring (BIMO) oversight program of the US Food and Drug Administration (FDA) assesses the quality and integrity of data submitted to the FDA for new product approvals and human subjects protection during clinical studies. A comprehensive program of on-site inspections and data verification, the BIMO program routinely performs random inspections to verify studies submitted to the FDA to support a marketing application. On occasion the FDA will conduct a directed inspection of a specific site or study to (...) look for problems that may have previously been identified. The inspection of a clinical study sometimes uncovers evidence of research fraud or misconduct and it must be decided how to deal with the investigator and the suspect data. The prevention of [or] decreasing the incidence of fraud and misconduct through monitoring by the sponsor is one way to manage compliance issues and can help prevent misconduct. A training program is another way to manage compliance issues in clinical research. While training does not guarantee quality, it does help to ensure that all individuals involved understand the rules and the consequences of research misconduct. (shrink)

Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...) -/- Does science have a worldview? -/- Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? -/- Does science lack a worldview but nevertheless have implications for worldviews? -/- How can scientific worldviews and practice be reconciled with seemingly discordant religious and cultural worldviews? -/- In which ways do the worldviews of students impact on their interest and learning of science? -/- Should science teachers engage with the worldviews of students? -/- In addition to the NOS curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science make very pressing the questions of whether, and how, science is committed to and hence promotes particular worldviews and contradicts others. Hopefully this chapter, and others in the section, will contribute to a more informed understanding of the relationship between science, worldviews and education and provide assistance to teachers who are routinely engaged with the subject. (shrink)