This unique textbook utilizes an integrated, case-based approach to explore how the domains of bioethics, public health and the social sciences impact individual patients and populations. It provides a structured framework suitable for both educators (including course directors and others engaged in curricular design) and for medical and health professions students to use in classroom settings across a range of clinical areas and allied health professions and for independent study. The textbook opens with an introduction, describing the intersection of ethics (...) and public health in clinical practice and the six key themes that inform the book's core learning objectives, followed by a guide to using the book. It then presents 22 case studies that address a broad spectrum of patient populations, clinical settings, and disease pathologies. Each pair of cases shares a core concept in bioethics or public health, from community perspectives and end-of-life care to medical mistakes and stigma and marginalization. They engage learners in rigorous clinical and ethical reasoning by prompting readers to make choices based on available information and then providing additional information to challenge assumptions, simulating clinical decision-making. In addition to providing a unique, detailed clinical scenario, each case is presented in a consistent format, which includes learning objectives, questions and responses for self-directed learning, questions and responses for group discussion, references, and suggested further reading. All cases integrate the six themes of patient- and family-centered care; evidence-based practice; structural competency; biases in decision-making; cultural humility and awareness of the culture of medicine; and justice, social responsibility and advocacy. The final section discusses some challenges to evaluating courses and learning encounters that adopt the cases and includes a model framework for learner assessment. (shrink)

American society has a history of turning to physicians during times of extreme need, from plagues in the past to recent outbreaks of communicable diseases. This public instinct comes from a deep seated trust in physician duty that has been earned over the centuries through dedicated and selfless care, often in the face of personal risks. As dangers facing our communities include terroristic events physicians must be adequately prepared to respond, both medically and ethically. While the ethical principles that govern (...) physician behavior—beneficence, nonmaleficence, autonomy, and social justice—are unchanging, fundamental doctrines must change with the new risks inherent to terroristic events. Responding to mass casualty disasters caused by terrorists, natural calamities, and combat continue to be challenging frontiers in medicine. Preparing physicians to deal with the consequences of a terroristic disease must include understanding the ethical challenges that can occur. (shrink)

The thesis of this article is that there has never been any ground for the controversy between the doctrine of free will and determinism, that it is based upon a misapprehension, that the two assertions are entirely consistent, that one of them strictly implies the other, that they have been opposed only because of our natural want of the analytical imagination. In so saying I do not tamper with the meaning of either phrase. That would be unpardonable. I mean free (...) will in the natural and usual sense, in the fullest, the most absolute sense in which for the purposes of the personal and moral life the term is ever employed. I mean it as implying responsibility, merit and demerit, guilt and desert. I mean it as implying, after an act has been performed, that one " could have done otherwise " than one did. I mean it as conveying these things also, not in any subtly modified sense but in exactly the sense in which we conceive them in life and in law and in ethics. These two doctrines have been opposed because we have not realised that free will can be analysed without being destroyed, and that determinism is merely a feature of the analysis of it. And if we are tempted to take refuge in the thought of an "ultimate ", an "innermost" liberty that eludes the analysis, then we have implied a deterministic basis and constitution for this liberty as well. For such a basis and constitution lie in the idea of liberty. -/- The thesis is not, like that of Green or Bradley, that the contending opinions are reconciled if we adopt a certain metaphysic of the ego, as that it is timeless, and identifies itself with a desire by a " timeless act". This is to say that the two are irreconcilable, as they are popularly supposed to be, except by a theory that delivers us from the conflict by taking us out of time. Our view on the contrary is that from the natural and temporal point of view itself there never was any need of a reconciliation but only of a comprehension of the meaning of terms. (The metaphysical nature of the self and its identity through time is a problem for all who confront memory, anticipation, etc.; it has no peculiar difficulties arising from the present problem.) -/- I am not maintaining that determinism is true; only that it is true insofar as we have free will. That we are free in willing is, broadly speaking, a fact of experience. That broad fact is more assured than any philosophical analysis. It is therefore surer than the deterministic analysis of it, entirely adequate as that in the end appears to be. But it is not here affirmed that there are no small exceptions, no slight undetermined swervings, no ingredient of absolute chance. All that is here said is that such absence of determination, if and so far as it exists, is no gain to freedom, but sheer loss of it; no advantage to the moral life, but blank subtraction from it. -- When I speak below of "the indeterminist" I mean the libertarian indeterminist, that is, him who believes in free will and holds that it involves indetermination. (shrink)

In standard Wheeler-Feynman electrodynamics advanced waves from any source are absolutely canceled by the advanced waves from the absorber responding to that source. The present work shows this cancellation fails over cosmic distances in a steady-state universe. A test of the view proposed earlier, in a paper which assumed failure of cancellation and hoc, that zero-point fluctuations of the electromagnetic field are such emergent advanced waves, is posed. The view entails anomalous slowing of spontaneous transition rates at longer emission wavelengths; (...) available data go against this, furnishing additional argument against the suspect assumption that the universe is steady-state. (shrink)

This chapter examines ethnic differences in responses to alcohol. Specifically, it discusses the subjective effects of alcohol on Asians, Native Americans, and Jews. Recent studies have shown that genetic variations in the enzymes that metabolize alcohol lead to individual differences in the subjective effects of alcohol, typically in the form of increased sensitivity to its effects. It is also recognized that these gene variations are associated with lower rates of alcohol consumption and alcohol use disorders, and possibly other substance use (...) and substance use disorders. Causes of decreased intensity or more pleasurable effects associated with alcohol or other drug use in ethnic groups, whether such variations exist, and to what extent they are genetically and environmentally influenced, remain currently unanswered questions. (shrink)

In this single-blind within-subject study, autonomic and EEG variables were compared during 10-min, order-balanced eyes-closed rest and Transcendental Meditation (TM) sessions. TM sessions were distinguished by (1) lower breath rates, (2) lower skin conductance levels, (3) higher respiratory sinus arrhythmia levels, and (4) higher alpha anterior-posterior and frontal EEG coherence. Alpha power was not significantly different between conditions. These results were seen in the first minute and were maintained throughout the 10-min sessions. TM practice appears to (1) lead to a (...) state fundamentally different than eyes-closed rest; (2) result in a cascade of events in the central and autonomic nervous systems, leading to a rapid change in state (within a minute) that was maintained throughout the TM session; and (3) be best distinguished from other conditions through autonomic and EEG alpha coherence patterns rather than alpha power. Two neural networks that may mediate these effects are suggested. The rapid shift in physiological functioning within the first minute might be mediated by a ''neural switch'' in prefrontal areas inhibiting activity in specific and nonspecific thalamocortical circuits. The resulting ''restfully alert'' state might be sustained by a basal ganglia-corticothalamic threshold regulation mechanism automatically maintaining lower levels of cortical excitability. (shrink)

This volume explores the role of some of the most prominent twentieth-century philosophers and political thinkers as teachers. It examines what obstacles they confronted as teachers and how they overcame them in conveying truth to their students in an age dominated by ideological thinking.

It is with great pleasure and a sense of urgency that we present this KIEJ double issue on ethical issues raised by the COVID-19 pandemic. The sheer range of ethical concerns raised by the pandemic, combined with the speed with which these problems emerged, is staggering and unprecedented in our generation. We have tried to give space to papers that raise immediately pressing ethical issues that have not received much discussion in popular media. Topics range from fundamental questions about how (...) we set up our public health infrastructure, to ethical issues in scientific communication and the translation of science into policy, to the impact of the pandemic on people with intellectual disabilities, to the ethics of... (shrink)

© 2017. The American Astronomical Society. All rights reserved.We present new observations of the low-mass companion to HD 984 taken with the Gemini Planet Imager as a part of the GPI Exoplanet Survey campaign. Images of HD 984 B were obtained in the J and H bands. Combined with archival epochs from 2012 and 2014, we fit the first orbit to the companion to find an 18 au orbit with a 68% confidence interval between 14 and 28 au, an eccentricity (...) of 0.18 with a 68% confidence interval between 0.05 and 0.47, and an inclination of 119°with a 68% confidence interval between 114°and 125°. To address the considerable spectral covariance in both spectra, we present a method of splitting the spectra into low and high frequencies to analyze the spectral structure at different spatial frequencies with the proper spectral noise correlation. Using the split spectra, we compare them to known spectral types using field brown dwarf and low-mass star spectra and find a best-fit match of a field gravity M6.5 ±1.5 spectral type with a corresponding temperature of K. Photometry of the companion yields a luminosity of log=2.88 ± 0.07 dex with DUSTY models. Mass estimates, again from DUSTY models, find an age-dependent mass of 34 ±1 to 95 ±4 M Jup. These results are consistent with previous measurements of the object. (shrink)

In this note, we construct a distal expansion for the structure $(R, +, <, H)$, where $H \subseteq R$ is a dense $Q$-vector space basis of $R$ (a so-called Hamel basis). Our construction is also an expansion of the dense pair $(R, +, <, Q)$ and has full quantifier elimination in a natural language.

“La théorie, c'est bon, mais ça n'empêche pas d'exister”J. M. CharcotRoughly speaking, references relate what is said to just those things about which it is said. A theory of reference is commonly taken to be a statement or characterization of that relation which references effect — that relation, that is, which holds between something that is said and some object just in case in that which is said reference is made to that object. Such a theory is often further conceived (...) as answering one or both of the questions: For any given object X, what is it for a reference to be made to X, and For any given reference, R, what is it for an object X to be the referent of R. Let us call a theory which correctly answers at least some of these questions a classical theory of reference. (shrink)

Hobart’s classic 1934 paper “Free Will as Involving Determination and Inconceivable Without It” has been widely cited as an example of an argument for the view that free will requires the truth of determinism. In this paper, I argue that this reading of Hobart’s paper is mistaken and that we should instead read Hobart as arguing that an agent exercises their free will only if the proximate causes of the agent’s action deterministically cause their action. After arguing (...) that Hobart’s view, rightly understood, escapes the problems typically raised for Hobart’s compatibilism, I also argue that Hobart’s view is problematic for different reasons. Nevertheless, I argue that there is a crucial insight to be gleaned from Hobart’s paper—one that provides compatibilists with a new recipe for challenging libertarian accounts of free will. (shrink)

Philosophers have had an interest in language from the earliest times but the twentieth century, with its so-called 'linguistic turn' in philosophy, has seen a huge expansion of work focused specifically on language and its foundations. No branch of philosophy has been unaffected by this shift of emphasis. It is timely at the end of the century to review and assess the vast range of issues that have been developed and debated in this central area. The distinguished international contributors present (...) a clear, accessible guide to the fundamental questions raised by the philosophers about language. Contributions include Graeme Forbes on necessity, Susan Haack on deviant logics, Paul Horwich on truth, Charles Travis on Wittgenstein, L.J. Cohen on linguistic philosophy, Ruth Kempson on semantics and syntax and Christopher Hookway on ontology, to name but a few. A wide range of topics are covered from the metaphysics and ontology of language, language and mind, truth and meaning, to theories or reference, speech act theory, philosophy of logic and formal semantics. There are also articles on key figures from the twentieth century and earlier. Based on the foundation provided by the award-winning Encyclopedia of Language and Linguistics this single volume provides a collection of articles that will be an invaluable reference tool for all those interested in the area of philosophy of language, and also to those in cognitive science and psychology. All the articles have been thoroughly revised and updated. This volume gives a unique survey of topics that are at the very core of contemporary philosophy. (shrink)

This chapter contains sections titled: Willem A. deVries Hans Fink Christoph Halbig Stephen Houlgate Sabina Lovibond Kenneth R. Westphal Michael Williams Charles Travis.

In lieu of an abstract, here is a brief excerpt of the content:The Success and Malaise of CapitalismA Mimetic View of the MarketPablo Díaz-Morlán (bio)INTRODUCTIONThis article seeks to contribute to the knowledge that we have on the market as the central institution of capitalism, according to Girard's perspective. Mimetic theory (MT) can explain both the success and malaise caused by the market. Success is measured by the spread of desire, and malaise by the mimetic resentment caused by this spread of (...) desire.In 1979, Paul Dumouchel and Jean-Pierre Dupuy applied René Girard's mimetic theory for the first time to economics in their book L'Enfer des Choses.1 Both authors defended the need to advance toward the construction of a mimetic economic science placing at the center of the analysis the mimetic nature of the human being. They pointed out that the liberal conception of the individual as a being who makes decisions of maximum utility and autonomously is wrong. In short, the point was that the traditionally accepted homo economicus has been replaced with the homo mimeticus.2 In his contribution [End Page 275] to the book, "L'ambivalence de la rareté," Dumouchel establishes that scarcity emerges or is born as traditional bonds of solidarity are abandoned by members of a society that, until then, had ensured that everyone was assisted in case of need. In primitive human society, reciprocal bonds of solidarity prevailed. There was no scarcity, and this internal solidarity limited violence between the members of the group and expelled it to the outside. Scarcity was invented after the creation of the vicious cycle of individualism and the commercialization of social relations: a social institution established by the modern world after the solidarity mechanisms that protected the group against violence were abandoned.3 For both authors, the market arose as the institution that replaced the sacred, containing the violence, in both senses of the word "contain": On the one hand it held the violence within, and on the other it limited the violence.From its publication, L'Enfer des Choses was adopted as the founding treaty of the mimetic economy, even by Girard himself, who referred to it on several occasions when discussing economic issues.4 Both Dumouchel and Dupuy have gone into greater depth with their findings in other subsequent studies that have taken different courses. Dumouchel has clarified his concept of scarcity and has analyzed the relationship between envy and mimetic resentment through the study of Helmut Schoeck's famous envy theory.5 Meanwhile, Dupuy defends that many developments of modern economic science are merely the evolution of homo economicus to homo mimeticus because the autonomous subject is abandoned, giving rise to one that takes into account the behavior of others (game theory, adaptive expectations theory, speculation theory, etc.). Dupuy insists on the concept of the market as an institution that effectively delays the mimetic conflict. However, he adopts a pessimist position, as capitalism, due to its very evolution, has ended up surpassing its own limits (controlling politics), and as a result, it is increasingly more difficult for capitalism to carry out its function of containing violence.6Using the work of Dumouchel and Dupuy as a base, different authors have made contributions to economics from the perspective of MT. Several studies have been conducted on money, trade, and speculation, highlighting the theory of money of Michel Aglietta and André Orléan.7 Although there are differentiating nuances among the authors, they all assume that the money and market institutions are essentially violent and sacrificial. Other examples of this school of thought are Andrew Lascaris (1987), Erich Kitzmüller (1995), Anthony W. Bartlett (2002), John Daniels (2008), and Daniel M. Bell, Jr. (2012).8 Byrne Hobart and Tobias Huber have successfully applied MT to the study of financial bubbles in an economic history study, with promising results.9 And in the criticism of the market system in his book À Charge de Revanche, Mark R. Anspach [End Page 276] favors the need to overcome the perverse logic of revenge that defines both war and the market, transforming it into a positive reciprocity based on gifts.10 Except for Hobart and Huber, the cited authors overwhelmingly and explicitly reject... (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:464 Feminist Studies 44, no. 2. © 2018 by Feminist Studies, Inc. Claire Raymond and Sarah Corse A Distorting Mirror: Educational Trajectory After College Sexual Assault This article focuses on the broad and specific impacts of college sexual assault on student-survivors’ academic performance, academic trajectory, and their sense of self in relation to the university community. We frame this study with, and relate our findings to, the historic and (...) theoretical literatures that provide the context for this essay, including the large and burgeoning literature on the sexual assault of women college students and recent studies analyzing the role of fraternities in sexual assault, students’ fears and perceptions about college assault, bystander intervention training, and survivors’ grade-point averages after assault.1 Our study also builds on the history of feminist resistance to rape, feminist writings about rape, and campus activism against rape, with the 1. Cortney Franklin, Leana Allen Bouffard, and Travis C. Pratt, “Sexual Assault on the College Campus: Fraternity Affiliation, Male Peer Support, and Low Self-Control,” Criminal Justice and Behavior 39, no. 11 (2012): 1457– 80; Christine A. Gidycz, John R. McNamara, and Katie M. Edwards, “Women ’s Risk Perception and Sexual Victimization: A Review of the Literature,” Aggression and Violent Behavior 11, no. 5 (2006): 441–56; Jennifer Katz and Jessica Moore, “Bystander Education Training for Campus Sexual Assault Prevention: An Initial Meta-Analysis,” Violence and Victims 28, no. 6 (2013): 1054–67; Douglas W. Pryor and Marion R. Hughes, “Fear of Rape among College Women: A Social Psychological Analysis,” Violence and Victims 28, no. 3 (2013): 443–65; Carol E. Jordan, Jessica L. Combs, and Gregory T. Smith, “An Exploration of Sexual Victimization and Academic Performance among College Women,” Trauma, Violence, & Abuse 15, no. 3 (2014): 191–200. Claire Raymond and Sarah Corse 465 goal of shedding light on one aspect of the problem. Groundbreaking (and in some cases controversial) works analyzing the cultures of rape, such as Susan Brownmiller’s Against Our Will and Peggy Sanday’s “The Socio-Cultural Context of Rape” (in which Sanday creates the concept of the rape-producing culture—a concept that is central to our argument in this essay), found immediate reception with feminist activists of the 1970s and early 1980s.2 Mary Koss’s work regarding the scope of rape in college settings is also foundational to our study of campus rape.3 Susan Estrich, Catharine MacKinnon, and other feminist theorists in the mid-1980s developed critical apparatuses to shift the understanding of rape, providing a feminist framework wherein rape is interpreted as violence committed against a woman—in opposition to the patriarchal argument that rape is caused by a woman’s actions or is the product of her distortion of events after the fact.4 Angela Davis and bell hooks were deeply influential in framing understandings of the racial and racist aspects of feminist discussions of rape, while legal scholar Sarah Deer has more recently broadened understandings of the racialized discourse of rape, and Lisa Wade has written on twenty-first century hookup culture and the ways that this social landscape promulgates rates of maleon -female rape that are significantly higher on college campuses than in the general population.5 2. Peggy Reeves Sanday, “The Socio-Cultural Context of Rape: A Cross-Cultural Study,” Journal of Social Issues 37, no. 4 (1981): 5–27; Susan Brownmiller, Against Our Will: Men, Women and Rape (New York: Penguin Books, 1976). 3. Mary P. Koss, Christine A. Gidycz, and Nadine Wisniewski, “The Scope of Rape: Incidence and Prevalence of Sexual Aggression and Victimization in a National Sample of Higher Education Students,” Journal of Consulting and Clinical Psychology 55, no. 2 (1987): 162–70. 4. Susan Estrich, Real Rape: How the Legal System Victimizes Women Who Say No (Cambridge, MA: Harvard University Press, 1988); Duncan Chappell, Robley Geis, and Gilbert Geis, eds., Forcible Rape: The Crime, the Victim and the Offender (New York: Columbia University Press, 1977). 5. Angela Davis, “Rape, Racism, and the Myth of the Black Rapist,” in her Women, Race, and Class (New York: Vintage Books, 1983), 172–201; bell hooks, Feminist Theory: From Margin to Center (Boston: South End Press, 1984); Sarah Deer, The Beginning and End... (shrink)