Don't enter the world of Digital SLR without this book! If you want to use your Digital SLR camera like a pro, let a pro show you how! Sally Wiener Grotta and Daniel Grotta have been covering the world of digital photography since 1991, and this book is like a private course in DSLR mastery. From understanding the parts of your camera to using the controls effectively to shooting stunning, beautiful, and meaningful photographs to editing your (...) images, here's everything you want to know tomake your investment in a Digital SLRpay off big in gorgeous pictures. Let the experts tell you how Here's advice from the undisputed digital camera experts for less than the cost of a memory card! The Grottas help you choose the right model, get the best shots, edit like a pro, and produce showstopping prints from your DSLR. Get professional guidance on * Choosing a Digital SLR camera that fits your needs and your budget * Understanding different types of image sensors * Selecting and working with lenses * Determining the right resolution for various photo types * Using the camera's controls to fine-tune your pictures * Working with RAW format * Learning the aesthetics of what makes a great photograph * Getting great shots of action, nature, and events * Seeing how light, shadow, contrast, and color affect the mood and intention of everything you shoot * Managing your image files efficiently * Editing your images for professional results. (shrink)

You have the camera, or intend to. You have the desire. Now, you have personalized instruction from PC Magazine "The play of light and color on the human imagination." That's how Daniel and Sally Wiener Grotta define photography. They'll lead you through choosing a digital camera and using all its amazing features, but photography is more than technology. These renowned experts liberally share their knowledge of lighting, settings, focus, file formats, communicating with pictures, and more. Read a (...) little, then go shoot some pictures, study them, and read some more. See what you and that camera can do -- together. Go one-on-one with the pros Choose a camera that fits your needs Understand resolution, compression, pixels, and file formats Use shutter speed, lighting, and depth of field Learn about white balance and color adjustment Organize your shots on the camera Shoot photos for company publications or online auctions Pick up tips for getting great photos Get your pictures out of the camera, easily Edit, print, and e-mail photos. (shrink)

Background Critical medical humanities critique the traditional medical humanities’ focus on producing humane doctors, arguing that it plays only a supplementary role in medical education, and advocate for understanding health, disease, and humanity from a biocultural perspective. Essentially, they emphasize structural inequalities in modern medicine. Methods This study analyzes Sally Wiener Grotta’s “One Widow’s Healing” from the perspective of critical medical humanities. In line with this critical perspective, this study highlights the human alienation and oppression caused by (...) biopower and technology-driven medicine in “One Widow’s Healing.” Results This story presents a dystopian vision of future healthcare systems in the highly technologically advanced and hyper-connected societies of 2100 and advocates for a reorientation of medicine toward a holistic, culturally informed practice that prioritizes human well-being and empathy. Conclusions By analyzing the literary response to the dystopian future, this study explores the potential dangers at the intersection of capitalism and technocentric healthcare, reflecting on the future direction of humanistic medicine. (shrink)

A philosophically useful account of social structure must accommodate the fact that social structures play an important role in structural explanation. But what is a structural explanation? How do structural explanations function in the social sciences? This paper offers a way of thinking about structural explanation and sketches an account of social structure that connects social structures with structural explanation.

Racism, sexism, and other forms of injustice are more than just bad attitudes; after all, such injustice involves unfair distributions of goods and resources. But attitudes play a role. How central is that role? Tommie Shelby, among others, argues that racism is an ideology and takes a cognitivist approach suggesting that ideologies consist in false beliefs that arise out of and serve pernicious social conditions. In this paper I argue that racism is better understood as a set of practices, attitudes, (...) social meanings, and material conditions, that systematically reinforce one another. Attitudes play a role, but even the cognitive/affective component of ideologies should include culturally shared habits of mind and action. These habits of mind distort, obscure, and occlude important facts about subordinated groups and result in a failure to recognize their interests. How do we disrupt such practices to achieve greater justice? I argue that this is sometimes, but not always, best achieved by argument or challenging false beliefs, so social movements legitimately seek other means. (shrink)

Recent ideological positioning on the world stage has born a startling resemblance to a form of positioning within nursing theory – that of taking complex ideas, reducing them to a simplistic binary form, and uncritically adopting one half of that form. In some cases, this adoption of a binary position has led to a passionately held form of ‘othering’ that prohibits a healthy and critical engagement with ideas. As alluring as settling for the binary form may be – we argue (...) for holding binaries in tension as a catalyst for stimulating dialogue – reasoning and exploration of new ways of wrestling with the social and moral complexity of nursing. (shrink)

How should we explore the relationship between race and educational opportunity? One approach to the Black-White achievement gap explores how race and class cause disparities in access and opportunity. In this paper, I consider how education contributes to the creation of race. Considering examples of classroom micropolitics, I argue that breakdowns of trust and trustworthiness between teachers and students can cause substantial disadvantages and, in the contemporary United States, this happens along racial lines. Some of the disadvantages are academic: high (...) achievement is more difficult when one faces mistrust, ego depletion, effort pessimism, and insult. And within a knowledge economy, exclusion from knowledge work makes one vulnerable to injustice. But the problem goes deeper than achievement, for schools are contexts in which we develop self-understandings and identities that situate us as members of society. If students of color are systematically denied full participation in trusting conversations that create shared knowledge—especially, knowledge that holds power within the dominant culture—they are unjustly deprived resources to form flourishing selves that are suited to the positions of power and authority. The argument suggests that knowledge is not best understood simply as a commodity to be distributed, and opportunity is not just a matter of access. Moreover, even if access is granted, those who are motivated and talented can fail: they drain their willpower by coping with insults, or reasonably lose optimism about their efficacy. Over time, motivation may shift away from achievement, and under the circumstances this can be a rational response. The barriers to achievement are many, but true opportunity is impossible without trust and trustworthiness. (shrink)

Gender is the social meaning of a person’s sex, and race is the social meaning of a person’s color. This paper reviews some accounts of these social meanings. It is argued that there are important differences between race and gender that count against treating them as parallel.

In her book Kant and the Capacity to Judge, Be ´atrice Longuenesse makes two apparently incompatible claims about the status of the categories in Kant's Critique of Pure Reason. On the one hand, the categories, in her words,?result from [the] activity of generating and combining concepts according to logical forms of judgment? and are thus?in no way prior to the act of judging?. On the other, they guide the unity which must be produced in the sensible manifold before any combination (...) of concepts into judgments can occur. Longuenesse?s strategy for rendering these two claims compatible is to draw our attention to the various roles the categories play as conditions of empirical judgment. This paper suggests that her arguments do not support the thesis that the categories themselves are generated out of acts of judging. Her insistence upon the priority of the capacity to judge may therefore claim more than is warranted. (shrink)

How do Dutch people let each other know that they disagree? What do they say when they want to resolve their difference of opinion by way of an argumentative discussion? In what way do they convey that they are convinced by each other’s argumentation? How do they criticize each other’s argumentative moves? Which words and expressions do they use in these endeavors? By answering these questions this short essay provides a brief inventory of the language of argumentation in Dutch.

The period from Kant to Hegel is one of the most intense and rigorous in modern philosophy. The central problem at the heart of it was the development of a new standard of theoretical reflection and of the principle of rationality itself. The essays in this volume, published in 2000, consider both the development of Kant's system of transcendental idealism in the three Critiques, the Metaphysical Foundations of Natural Science, and the Opus Postumum, as well as the reception and transformation (...) of that idealism in the work of Fichte, Schelling and Hegel. (shrink)

Post–dualist philosophies of nursing acknowledge embodiment as a condition of human existence. Philosophical writing, however, remains abstract and disembodied. A philosophical framework that embraces embodiment needs to recover the materiality of language; its text needs to include language that is not only rational and clear but sensuous and ambiguous. I describe three cultural narratives of women's embodiment and compare them with an imaginative narrative, a nurse's poem about women in labour. I propose, not that philosophers become poets, but that they (...) abandon a dualist position in which language is either literal or metaphorical, adopting instead the poet's approach in which any word or object has unlimited meanings. I argue that, without fixed reference points, language embodies rather than escapes contingency. Finally, I discuss two forms of philosophical writing – irony and motet – that savour contingency, illustrating philosophy as endless redescription, aiming not for finality but for the grace of a dancer's deliberate fall. (shrink)

A modest opposition to the brain disease concept of addiction has been mounting for at least the last decade. Despite the good intentions behind the brain disease rhetoric – to secure more biomedical funding for addiction, to combat “stigma,” and to soften criminal approaches – the very concept of addiction as a brain disease is deeply conceptually confused. We question whether Lewis goes far enough in his challenge, robust as it is, of the brain disease concept. For one thing, the (...) notion that addiction is a disease is challenging to refute or confirm because the disease concept itself is poorly defined in medical and psychological nosology. More important, quibbling over what kind of disease addiction is unlikely to be productive. The rational response to adjudicating whether addiction is a brain disease is not to engage in potentially fruitless debates over the question of disease classification but rather to view addiction as an enormously complex set of behaviors that operate on several dimensions, ranging from molecular function and structure and brain physiology to psychology, the psychosocial environment, and social and cultural relations. (shrink)

Causal modelling provides a powerful set of tools for identifying causal structure from observed correlations. It is well known that such techniques fail for quantum systems, unless one introduces 'spooky' hidden mechanisms. Whether one can produce a genuinely quantum framework in order to discover causal structure remains an open question. Here we introduce a new framework for quantum causal modelling that allows for the discovery of causal structure. We define quantum analogues for core features of classical causal modelling techniques, including (...) the causal Markov condition and faithfulness. Based on the process matrix formalism, this framework naturally extends to generalised structures with indefinite causal order. (shrink)

In Re D is the most recent in a line of cases to raise problems with the determination of legal fatherhood under s.28(3) of the Human Fertilisation and Embryology Act 1990. The judgments in In Re D are interesting in particular because they demonstrate the growing currency of the idea that a child has a right to ‘genetic truth’. They also further evidence the ‘fragmentation of fatherhood’. This case is best understood as part of a complex and ongoing negotiation of (...) men’s role in the family in the light of shifting family forms. (shrink)

“Female sexual dysfunction” is the type of contested disease that has sparked concern about the role of the pharmaceutical industry in medical science. Many policies have been proposed to manage industry influence without carefully evaluating whether the proposed policies would be successful. We consider a proposal for incorporating citizen stakeholders into scientific research and show, via a detailed case study of the pharmaceutical regulation of flibanserin, that such programs can be co-opted. In closing, we use Holman’s asymmetric arms race framework (...) as a tool for evaluating policies in industry-funded science. (shrink)

Customarily patient advocacy is argued to be an essential part of nursing, and this is reinforced in contemporary nursing codes of conduct, as well as codes of ethics and competency standards governing practice. However, the role of the nurse as an advocate is not clearly understood. Autonomy is a key concept in understanding advocacy, but traditional views of individual autonomy can be argued as being outdated and misguided in nursing. Instead, the feminist perspective of relational autonomy is arguably more relevant (...) within the context of advocacy and nurses’ work in clinical healthcare settings. This article serves to highlight and problematise some of the assumptions and influences around the perceived role of the nurse as an advocate for patients in contemporary Western healthcare systems by focusing on key assumptions concerning autonomy inherent in the role of the advocate. (shrink)

Narrative and exploration: toward a poetics of knowledge in nursingThe dualism of subject and object has been a traditional model for nursing knowledge. That model is portrayed here as an epistemological exile. Our self‐imposed exile from the lived world of nursing can be remedied by inquiry based on engagement rather than distance. One model for engaged inquiry is explorers'journeys in remote regions. Knowledge of a region can be local or colonial, according to the explorer's stake in the region as homeland (...) or territory. Nursing is an existential region where people live. In the exploration of nursing as homeland, knowledge takes the form of local narrative, the story of a place told by its inhabitants. Narrative inquiry offers nursing an epistemology that is both ethically and aesthetically congruent with its practice of engagement. (shrink)

In Evans, both the U.K. High Court and Court of Appeal upheld Howard Johnston’s right to refuse Natallie Evans access to the stored embryos which represented her only hope of having a child which was genetically her own. In this note, I focus on claims of gender (in)equality in the resolution of Evans. My argument is that such claims are often made all too easily, without full consideration of the problems of advancing them in the context of procreative decision-making, where (...) men and women are inevitably differently situated. I conclude that although equality arguments are not wholly without value in this context, they need be used with extreme care. And, with due caution, I set out an equality argument of my own which was not made in Evans. (shrink)

Understand the challenges faced by university based EAPs and the strategies to effectively meet needs&#;and discover what works and what does not Academia is a diverse workplace unlike any other, and subsequently, employee assistance program issues are unique. Employee Assistance Programs in Higher Education focuses on the unique challenges of employee assistance service delivery in a university setting. This handy resource discusses the evolution, development, and strategies in managing an EAP in academia while comparing the substantial differences in program application (...) between academic settings and corporate settings. Discussions include outsourcing, support groups, implementation of services, and effective model frameworks. Employee Assistance Programs in Higher Education explores in depth how the difference of being an academic institution influences the administration of an EAP. Reducing costs, assessing the value of an EAP, faculty resistance to accessing EAPs, organizational and interpersonal problems, manager support groups to reduce stress, developing ’soft skills’, and addressing the deaths of faculty, staff, and students are examined in detail. This unique resource is extensively referenced and includes tables to clearly present data. Topics in Employee Assistance Programs in Higher Education include: the evolution of the IAEAPE university EAP response to traumas on campus enhancing faculty access university EAPs and outsourcing creating a specialized EAP program comparison between academic and corporate cultures case study of the University of Saskatchewan EAP _and more! _ Employee Assistance Programs in Higher Education is a comprehensive resource for academic administrators; benefit plan managers; university based EAP managers and directors; EAP, work/life, and wellness professionals; members of International Association of Employee Assistance Professionals in Education; Employee Assistance Professionals Association; Employee Assistance Society of North America; Association of Work Life Professionals; Society for Human Resource Management Schools of Social Work; educators in schools of social work, psychology, counseling education, and business. (shrink)

Exploring nursing expertise: nurses talk nursingIt has become increasingly important for practitioners to articulate their expertise in modern healthcare settings that demand high levels of accountability and evidence‐based practice. The material presented within this article has been interpreted drawing from discourse analysis1to help explore the discourses that shape and influence understandings of nursing practice. What we present are extracts from four of the 35 participant nurses who applied to take part in the Royal College of Nursing Institute's Expertise in Practice (...) (pilot) Project (EPP). The material presented is used to provide a starting point for exploring how nurses talk about and construct expertise in nursing practice. The four nurse participants’ clinical practice areas cover palliative care, mental health, intensive care and fertility care. The material reveals high levels of intensity in the nurse–patient relationship, ‘maverick’ nursing practices and ongoing reflexivity. All of these aspects appear to capitalize on expertise as a ‘catalyst’ that alters treatment pathways and maximizes patient‐centred outcomes. Exploring a discourse of nursing expertise exposes the tacit situated nature of professional practice that is heterogeneous and most difficult to articulate and explain. It is proposed that expertise tends to be understood from traditional and dominant discourses of medicine, management and technology. Explaining expertise in practice exposes non‐conventional practice that in itself can be isolating and challenging to the status quo of contemporary health‐care. (shrink)

Nursing practice in correctional settings is ethically unique. Its premise is the contradiction between causing harm (the purpose of imprisonment) and acting for patients’ good (the purpose of health care). I describe three ethical regions in which correctional nurses can practise, based on different philosophies: punishment as retribution, as rationality, and as paradox. Retribution and rationality resolve the ethical contradiction by relegating offenders to intractable otherness. Restorative nursing based on paradox is an oppositional practice that preserves the contradiction, making engagement (...) possible between prisoner and nurse. Endorsement by nursing of one of the three philosophies of punishment could redefine care for the entire profession. (shrink)

In this tribute to Jean Harvey, I take up a project that she left unfinished: the articulation of an account of engaged respect. Building on her discussion of facets of the moral community—namely self-respect, the irreducibly individual nature of oppression and interactional justice, education and empathetic understanding, and moral solidarity—I suggest we can discern a Harveyian conception of engaged respect. Harvey acknowledges the fallibility of human beings, including well-meaning moral actors responding to their moral obligation to ameliorate relations of oppression. (...) This, together with her accounts of “involvement and accountability” and gratitude, guides the development of a concept of engaged respect that captures the attentiveness and support she envisioned for the moral community. -/- . (shrink)

This paper attends to the question of how to effectively teach ethics in universities. The author challenges the accepted skepticism amongst other disciplines that philosophers are no longer equipped to teach ethics courses to accommodate the moral demands of the contemporary world. Philosophers are believed to merely focus on abstract issues concerning moral attitudes and behavior. Currently, ethics courses in universities have replaced abstract moral issues of moral theory with concrete issues such as, homosexuality, the green house effect, pornography, and (...) gender and race issues. This paper seeks to offer an alternative way to think about the abstractness of moral theories that focus on moral attitudes, which will alleviate concerns about their validity and application to concrete ethical concerns. (shrink)

ABSTRACT Scientists played a key role in the first systematic introduction of nature study into North American public schools in the late nineteenth century. The initiatives of Wilbur Jackman and John Merle Coulter, affiliated with the young University of Chicago, and Liberty Hyde Bailey and Anna Botsford Comstock, at Cornell University, coincided with the “new education” reform movement that found object lessons and experience‐based education superior to textbook teaching. Educational psychologists and philosophers of the 1890s, including G. Stanley Hall, related (...) curriculum methods to perceived developmental stages in children, with a focus on immediate experience. Putting these pedagogical ideas—gained in summer institutes, normal schools, and programs at Chicago and Cornell—into practice were administrators and classroom teachers in both urban and rural classrooms. By 1900, a consensus about the value of nature study among scientists, community leaders, and teachers established it as the recognized general method of studying the natural world in public schools across much of the United States. (shrink)

(1997). The evolution of consciousness as a self‐organizing information system in the society of other such systems. World Futures: Vol. 50, No. 1-4, pp. 609-616.

The phenotypic variation found in domesticated plants and animals is striking, so much so that Darwin used it to illustrate the power of selection to effect change. Recent developments in genomics technologies are leading to dramatic progress in elucidating the genetic changes that occur during domestication. The Genetics Society Autumn Meeting on the genetics of domestication took place in November 2004 at the Royal Society in London, and was organised by Helen Sang (Roslin Institute, UK) and Jonathan Jones (John Innes (...) Centre, UK). The meeting brought together many of the leading researchers on livestock and crop domestication and provided a timely and exciting account of recent progress in the field. BioEssays 27:574–576, 2005. © 2005 Wiley Periodicals, Inc. (shrink)

Most clinicians and mental health practitioners are reluctant to work with people with dangerous and severe personality disorders because they believe there is nothing that mental health services can offer. Dangerous and severe personality disorder also signals a diagnosis which is problematic morally. Moral philosophy has not found an adequate way of dealing with personality disorders. This paper explores the question: What makes a person morally responsible for his actions and what is a legitimate mitigating factor? How do psychiatric nurses (...) working with this client group understand the awful things some clients do? What concepts do they need, if they are to know how to explain and how to react? It is suggested that dangerous and severe personality disorder is best regarded as a moral category, framed in terms of goodness, badness, obligation and other ethical concepts. It seems plausible that in important ways the dangerous and severe personality disordered client does not understand morality or understands it differently. The peculiar position of the dangerous and severe personality disordered individual in our system of moral responsibility stems from his apparent inability to see the importance of the interests of others. It might be more helpful to regard personality disordered clients as we do children: partially but not fully reasonable for their actions. We might regard the dangerous and severe personality disordered client responsible for those actions which he most clearly understands, such as causing others physical pain, but not for those with which he is only superficially engaged, such as causing emotional pain. The paper concludes by suggesting that the dangerous and severe personality disordered individual does not fit easily into any conventional moral category, be it criminal, patient, animal or child, and thus an assessment of his moral accountability must take into consideration his special circumstances. (shrink)