An elementary-particle picture developed primarily by Barut as an alternative to the standard model is re-examined. This model is formulated on the basis of strong short-range magnetic interactions among the stable particles (p, e−, v) and at present is able to account qualitatively for most of the known phenomena.

The past decade has witnessed significant advances in our understanding of nonlinear systems, both theoretically and experimentally. In turn, these insights have led to applications over a broad range of subjects, as well as to new interpretations of complex behavior. Inevitably, it seems, there has been a concomitant rush to re-interpret various well-understood aspects of thermodynamic behavior in manybody systems by means of these mechanisms. It is perhaps useful, therefore, to examine these notions critically, and in doing so we are (...) able to illuminate somewhat the origins of, and motivations for, various dubious descriptions of these systems. Among other things, one notices in such discussions an unfortunate focus on “randomness,” rather than on the actual role of probabilities in describing the phenomena. Although valuable insights into some areas of complex behavior have arisen from studies of so-called “deterministic chaos,” we can detect no influence they may have on the predictions of statistical mechanics, and thus conclude that they are of little relevance to the thermodynamic behavior of large systems. (shrink)

In recent years a relative barrage of journal articles has surfaced concerning the formal instruction of medical ethics in our medical schools. Philosophical debates usually ensue over either the conspicuous absence (or, in some cases, the questionable need (I) (2) of a formal ethics course, or the manner and method by which ethics is to be taught (3). There is, however, a paucity of literature as to what constitutes ethical medical 'pedagogy'. Germane is the principle that the physician-teacher should strive (...) to be ethical both in what he or she teaches as well as the manner in which it is taught. This is also to review medical ethics from a broader perspective including the institution of instruction itself. The following discourse focuses upon five doctrines which would augment the medical curriculum by adding to the mere instruction of facts and skills a respect for the human values and rights innate to the practice of medicine. (shrink)

My subject to-day falls within that branch of philosophy which is commonly called the philosophy of science. And it is intended, among other things, to illustrate, by the particular case of science, the suggestion which I made in my first lecture that all subjects, scientific, literary, moral, if you examine their first principles, will lead you back into philosophy.

I Think there is scarcely any academic subject regarding which there exists so much general misapprehension as philosophy. If I were to introduce myself to the readers of almost any newspaper as a professor of chemistry, or of classics, or of music, most of them would have a fairly good general idea of the nature of my subject. But if I were to introduce myself as a professor of philosophy, I suspect that many of them would vaguely associate my subject (...) with theosophy, or palmistry, or occultism. Very few would have any notion of what philosophy really is. Even in a university, even among the learned themselves, it would be true to say, I think, that. (shrink)

Southerwood, WT One of the greatest of the great 'Men of '38' has been neglected by mainstream Catholic historians. Unlike the others, Thomas Butler spent his forty-two years of priestly ministry on the island of Tasmania, which is sometimes left off maps of Australia-including the ecclesiastical map. For example, there are only four passing references to him in John O'Brien's famous work.