Resumen Ésta es la primera traducción al español de las guías “Atención después de la investigación: un marco para los comités de ética de investigación del National Health Service (NHS) (borrador versión 8.0)”. El documento afirma que existe una fuerte obligación moral de garantizar que los participantes enfermos de un estudio clínico hagan una transición después del estudio hacia una atención de la salud apropiada. Con “atención de la salud apropiada” se hace referencia al acceso para los participantes a la (...) atención de la salud, proporcionada principalmente por el National Health Service (en adelante NHS), el sistema de salud del Reino Unido, y/o a la intervención en estudio, también llamada producto o tratamiento en investigación. Las guías “Atención después de la investigación” están dirigidas principalmente a los miembros de los 79 comités de ética de investigación del NHS y a quienes presentan sus estudios de investigación ante estos comités. Se trata de un documento borrador muy avanzado, trabajado en numerosas reuniones, durante más de 3 años, que ha sido discutido por participantes de estudios y miembros de la comunidad, miembros y presidentes de comités de ética de investigación del Reino Unido, especialistas internacionales en ética de la investigación, representantes de la industria y otras partes interesadas. La redacción de las guías es producto de la colaboración de Neema Sofaer y Penney Lewis, ambas investigadoras del King’s College London, en el Centre of Medical Law and Ethics del Dickson Poon School of Law, y Hugh Davies, Asesor en Ética de la Investigación de la Health Research Authority (HRA) del NHS. El traductor del presente documento, Ignacio Mastroleo, participó del workshop en la Fundación Brocher (Ginebra, Suiza, diciembre de 2011) donde se revisó el borrador versión 7.0 y contribuyó en la revisión del borrador de la versión 8.0 durante el 2012. -/- Abstract This is the first Spanish translation of the guidelines “Care after research: a framework for NHS RECs (8th draft)”. The document states that there is a strong moral obligation to ensure that participants in a clinical study who are ill transition after the study to appropriate healthcare. The terms "appropriate healthcare" refer to participants’ access to health care, mainly provided by the National Health Service (NHS), the health system in the UK, and/or to the intervention study also named investigational treatment or product. The guides "Care after research" are mainly directed to members of the 79 NHS committees of research ethics (RECs) and to those who submit their research to these committees. This is a very advanced draft document, worked in several meetings, for more than three years, that has been discussed with study participants and community members, members and chairs of RECs in the UK, international specialists in research ethics, industry representatives and other stakeholders. The drafting of the guidelines is the result of the collaboration of Neema Sofaer and Penney Lewis, both researchers at King's College London, at the Centre of Medical Law and Ethics of Dickson Poon School of Law, and Hugh Davies, Research Ethics Advisor of the Health Research Authority (HRA) of the NHS. The translator of this document, Ignacio Mastroleo, attended the workshop at the Brocher Foundation (Geneva, Switzerland, December 2011) where draft version 7.0 was revised and contributed in the revision of draft version 8.0 during 2012. (shrink)

Although in fundamental agreement with Carpendale & Lewis 's position, we discuss a potential source of confusion regarding the socially constituted nature of mental states. Drawing from recent work by Kusch, we argue, more specifically, that mental states are instances of “artificial kinds,” and so, stand between the more common classificatory extremes of “the natural” and “the social.”.

Letting denote ‘would’ counterfactual conditionals like If I had looked in my pocket, I would have found a penny and letting denote ‘might’ counterfactual conditionals like If I had looked in my pocket, I might have found a penny,David Lewis’s thesis regarding the connection between these two types of conditionals is that.

ABSTRACTIndividual differences in the habitual use of emotion regulation strategies may play a critical role in understanding psychological and biological stress reactivity and recovery in depression and anxiety. This study investigated the relation between the habitual use of different emotion regulation strategies and cortisol reactivity and recovery in healthy control individuals and in individuals diagnosed with social anxiety disorder. The tendency to worry was associated with increased cortisol reactivity to a stressor across the full sample. Rumination was not associated with (...) cortisol reactivity, despite its oft-reported similarities to worry. Worry and rumination, however, were associated with increased cortisol during recovery from the stressor. The only difference between CTL and SAD participants was observed for reappraisal. In the CTL but not in the SAD group, reappraisal predicted recovery, such that an increased tendency to reappraise was associated with greater c... (shrink)

CLASSICAL THEISM HAS USED THE DOCTRINE OF THE TRINITY TO EXPRESS GOD’S SIMULTANEOUS TRANSCENDENCE OF, AND IMMANENCE WITHIN, THE WORLD, BUT HERE A TWOFOLD DISTINCTION, SUCH AS THAT PROPOSED BY RICHARDSON OR HARTSHORNE, WILL DO: GOD AS ABSOLUTE AND GOD AS RELATED. WHITEHEAD HAS SEEN A DOUBLE PROBLEM, FOR THE WORLD ALSO TRANSCENDS, AND IS IMMANENT WITHIN, THE WORLD. FOR THIS DOUBLE PROBLEM A THREEFOLD DISTINCTION IS NECESSARY: THE PRIMORDIAL ENVISAGEMENT, THAT DIVINE INSTANTIATION OF CREATIVITY WHICH UTTERLY TRANSCENDS THE WORLD, (...) THE PRIMORDIAL NATURE OR LOGOS, PART OF WHICH IS INDIVIDUALLY IMMANENT WITHIN EACH CREATURE AS ITS INITIAL AIM, AND THE CONSEQUENT NATURE, WHICH IS THE WAY EACH CREATURE, TRANSCENDENT TO GOD IN ITS BECOMING, IS ULTIMATELY INCLUDED WITHIN THE ONGOING TEMPORAL EXPERIENCE OF GOD. (shrink)

Lévinas’s philosophy emerges from his critique of the traditional sources of Western philosophy and employs phenomenological methods to transcend the conventional theology and ethics of subjectivity. Through a series of inquiries, Lévinas expands the narrow philosophical vision and problem domain related to the philosophy of the Other. This study examines the profound impact of Lévinas’s philosophy on contemporary philosophy and human society, particularly its elucidation of people’s anxiety, confusion, and overwhelm with the ethical dimension of life in postmodern society. In (...) today’s rapidly evolving landscape, characterized by increased reliance on AI, decreased face-to-face communication, and significant shifts in lifestyle, the study of Lévinas’s philosophy gains heightened relevance. As we navigate these changes, Lévinas’s insights into anxiety, responsibility, and ethical encounters with the Other offer reflections on human connection and ethical engagement, urging us to reconsider our relationship with technology and prioritize meaningful interactions amidst societal transformations. (shrink)

The 5000 bristles that protrude from the cuticle of a Drosophila adult function as either mechanosensors or chemosensors, and they are arranged in surprisingly intricate patterns. Development of the patterns appears to involve five stages: (1) establishment of a coordinate system of ‘positional information’; (2) partitioning of the epidermis into areas where bristles either can or cannot originate; (3) selection of one or more bristle mother cells within each permissible area; (4) suppression of bristle development in the neighborhood of each (...) mother cell; and (5) differentiation of the mother cell to produce four or more descendant cells, each of which forms part of the bristle apparatus. Some of the genes that control these events participate in more than one stage, and others play key roles in roles in seemingly unrelated developmental pathways, including embryonic neurogenesis, body segmentation, and sex determination. (shrink)

In South Africa, the notion of an African Philosophy of Education emerged with the advent of post-apartheid education and the call for an educational philosophy that would reflect this renewal, a focus on Africa and its cultures, identities and values, and the new imperatives for education in a postcolonial and post-apartheid era. The idea of an African Philosophy of Education has been much debated in South Africa. Not only its content and purpose but also its very possibility have been, and (...) continue to be, the subject of understandably passionate exchanges. In this paper, after discussing some of the constitutive features of African Philosophy of Education, we indicate aspects with which we are sympathetic. Our central question is whether African Philosophy of Education is the revisioned, ‘typically African’ philosophy of education that it is claimed to be. We argue that it has revealed certain tendencies that are remarkably similar to characteristics of Fundamental Pedagogics, the repressive doctrine complicit in apartheid education that it claims to replace. More substantially still, African Philosophy of Education, by labeling itself uniquely and distinctly ‘African’, runs the risk of insulating itself not only from interaction with the wider world but also from any critical interrogation. (shrink)

Schipper makes the essential ideas of great thinkers accessible to the student in this well-organized book. In order to stress the interactive nature of the teaching-learning process, Introduction to Philosophy and Applied Psychology is structured in workshops that focus primarily on philosophy with some attention given to related topics in psychology and counseling.

Not so long ago I attended a conference of philosophers and politicians. I was introduced to one rather opinionated politician as one of the philosophers. He promptly asked me, “What sort of philosopher?” I turned the edge of this by replying rather tartly in turn, “Quite a good one, it is generally thought.” This may seem a little naughty, but there are some uses for prevarication, and few of us care to attach a too explicit label to ourselves. When we (...) do so we often find ourselves keeping the wrong company. There are still some isms around, but we have weeded out most of them from our syllabuses. There is more important and rewarding work to do than fighting pitched philosophical battles between closely regimented troops. (shrink)

Lament is a Christian practice modeled for us by Jesus. In this article, I argue that lament is a spiritual discipline that assists the sufferer to reconstruct meaning after the disorienting effects of the suffering. Drawing on the psychological literature on stress-related growth, I show how the structure of the psalms of lament facilitates the process of growth through meaning-making. Lament is a stylized form of speech consisting of five common elements that define a specific trajectory. The elements are an (...) address to God, complaints, request, motivation, and confidence in God. The trajectory of lament involves a psychological move from distress to praise, and from disorientation to new orientation. I argue that the meaning that is achieved is not primarily rational or propositional, but instead is anchored in the intimate, dialogical relationship with God. (shrink)

From August 2000 to February 2001, I conducted an online survey of what eventually became 140 self-identified Satanists. A report detailing my findings from that questionnaire research was published in the Marburg Journal of Religion under the title “Who Serves Satan? A Demographic and Ideological Profile.” Eight years later, from June through December of 2009, a comparable online survey of 300 Satanists was conducted. However, because of certain problems with the second questionnaire, a third online survey was launched in 2011 (...) – a third survey which, as this article went to press, was still in process. The present paper compares findings from the first survey with the second, using preliminary statistics from the third survey to counterbalance inadequacies in certain of the statistics from the second. Comparing results from the first with results from the second, the average age of respondents rose from twenty-five to twenty-nine. Partly as a consequence of higher average age, the new sample exhibited more diversity – in terms of respondents having a broader range of educational backgrounds, an increased likelihood of being a parent, and the like. Similarly, while the majority of respondents to the new survey were still broadly within the LaVeyan tradition,a far greater percentage than in the old survey professed some variety of theistic or esoteric Satanism. (shrink)