This study aimed to explore postgraduate students’ lived experiences of managing research ethics committee processes. Whilst there is a wide range of research that explores ethics principles/guidan...

Brindley proposed that we initially generate movements , under higher cerebral control. As the movement is practiced, the cerebellum learns to link within itself the context in which the movement is made to the lower level movement generators. Marr and Albus proposed that the linkage is established by a special input from the inferior olive, which plays upon an input-output element within the cerebellum during the period of the learning. When the linkage is complete, the occurrence of the context (...) (represented by a certain input to the cerebellum) will trigger (through the cerebellum) the appropriate motor response. The movement is distinguished from the conscious movement by its now being automatic, rapid, and stereotyped. The idea is still controversial, but has been supported by a variety of animal studies and, as reviewed here, is consistent with the results of a number of human PET and ablation studies. I have added to the idea of context-response linkage what I think is another important variable: novel combinations of downstream elements. With regard to the motor system and the muscles, this could explain how varied combinations of muscles may become active in precise time-amplitude specifications so as to produce coordinated movements appropriate to specific contexts. In this target article, I have further extended this idea to the premotor parts of the brain and their role in cognition. These areas receive influences from the cerebellum; they are active both in planning movements that are to be executed and in thinking about movements that are not to be executed. From recent evidence, the cerebellar output extends even to what has been characterized as the ultimate frontal planning area, the cortex, area 46. The cerebellum thus may be involved in context-response linkage, and response combination even at these higher levels. The implication would be that, through practice, an experiential context would automatically evoke a certain mental action plan. The plan would be in the realm of thought, and could lead to execution. The specific cerebellar contribution would be one of the context linkage and the shaping of the response, through trial and error learning. The prefrontal and premotor areas could still plan without the help of the cerebellum, but not so automatically, rapidly, stereotypically, so precisely linked to context, or so free of error. Nor would their activities improve optimally with mental practice. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

In this study, Daniel W. Graham addresses two major problems in interpreting Aristotle. First, should we reconcile the apparent inconsistencies of the corpus by assuming an underlying unity of doctrine, or by positing a sequence of developing ideas? Secondly,what is the relation between the so-called logical works on the one hand and the physical-metaphysical treatises on the other? Although the problems appear to be unrelated, Graham finds that the key to the first lies in the second, and in doing so (...) provides the first major alternative to theunitarian approach since Jaeger's pioneering developmental study of 1923. (shrink)

AT PHAEDO 96A-C Plato portrays Socrates as describing his past study of "the kind of wisdom known as περὶ φυσέως ἱστορία." At 96c-97b, Socrates says that this study led him to realize that he had an inadequate understanding of certain basic concepts which it involved. In consequence, he says at 97b, he abandoned this method and turned to a method of his own. But at this point in the dialogue, instead of proceeding immediately to describe his method, Plato has him (...) interjecting a complaint concerning Anaxagoras and his view that everything should be explained in terms of Mind. His complaint is that Mind would order things in the best possible way and that, therefore, an account of things in terms of Mind would amount to showing that they are ordered in the best possible way. But Anaxagoras did not show this and, instead, offered other kinds of explanations of the various phenomena. Socrates is not just criticizing Anaxagoras here for not doing what he set out to do; he makes it clear, for example at 99b-c, that he believes that the best kind of explanation of the phenomena would be to show that they are ordered in the best possible way. But he was unable to discover an explanation of this kind, either for himself or from others, and so turned to a method which he calls "second best". The actual description of this method is contained in two passages, 99e5-100a7 and 101d5-e1. Between these passages, Socrates invokes the doctrine of Forms and, in particular, the formula. (shrink)

Spanning pivotal years in the historic democratization of South Africa, this analysis provides a trenchant reflection of higher education in transition. Penned by one of South Africa’s foremost philosophers of education, the critique grapples with very real concerns in higher education policymaking and practice, including stakeholder politics, institutional cultures, and curriculum transformation and interrogation of the function of higher education institutions in modern societies. Exposing the tensions between egalitarian principles and the nature of higher knowledge, the essays raise questions to (...) which there are no simple answers. With characteristic rigor, the analysis looks into the assumptions underlying much of the thinking about these questions and concludes that a failure to sharpen thinking around higher education is a failure to recognize the epistemic value of academic practice in a developing democracy. (shrink)

This book investigates the architecture of the language faculty by considering what the properties of language reveal about the mental abilities and processes involved in language acquisition. The language faculty, the author argues, must be able not only to accommodate what is general, exceptionless, and universal in language, but must also be capable of dealing with what is irregular, exceptional, and idiosyncratic. In Syntactic Nuts Peter Culicover shows that this is true not only of the lexicon, but for syntax. Marginal (...) and exceptional cases, where there is no straightforward form-meaning correspondence, are dealt with by the language faculty easily and precisely as the general cases. In considering how and why this should be the author argues against the prevailing trend in generative grammar, which takes the learner as either incorporating maximally global generalisations as part of its innate capacity for language, or projecting global generalisations from a very limited input on the basis of innate mechanisms. He suggests that the learning mechanism does not generalize significantly beyond the evidence presented to it, and further that it seeks to form generalizations based on all and only the evidence presented to it. Syntactic Nuts makes a fundamental contribution to generative grammar and syntactic theory. It situates syntactic theory within cognitive science in a novel way. It contributes to an alternative, and yet in many ways traditional, perspective on the manner in which knowledge is represented and processed in the mind. (shrink)

L'A. soutient, contre Germain Grisez, Joseph Boyle, John Finnis et William May, que le contrôle naturel des naissances pratiqué avec une intention mauvaise n'est pas contraception. Il montre que les auteurs identifient de façon incorrecte la fin prochaine de la contraception comme choix qu'il n'y ait pas d'enfant, alors que la fin prochaine véritable est d'empêcher un enfant de venir au monde . Ainsi donc, puisque en NFP un couple ne cherche pas à empêcher la venue au monde d'un enfant, (...) NFP n'implique pas d'action contraceptive. L'A. soutient aussi qu'identifier la fin prochaine comme choix qu'il n'y ait pas d'enfant ne spécifie pas de façon adéquate une classe homogène d'actes objectifs, bien que cela spécifie une classe homogène d'actes moraux. (shrink)

In Rethinking the Philosophy of Religion Today, this paper would like to advance the atheist solution to the problem of evil that has occasionally in the past been suggested by philosophers, but has largely been neglected in the Philosophy of Religion. In discussing this solution, the paper focuses on the reasons upon which philosophers regard the giving up of one or more of the attributes of God in theism to be an adequate solution to the problem of evil. Concerning the (...) more negative of these reasons, it shows that the latter revolves around the argument of the logical inconsistency of the theistic theory. Concerning the more positiveof these reasons, the focus is on the efforts of philosophers that have been following the suggestions of David Hume and that have started to experiment with solutions wherein at least one of the attributes of God is given up. The paper closes by showing that there exist an even more fundamental reason upon which it can be claimed that the problem of evil can be solved along this way without serious implications for a belief in God. (shrink)

Faith and sin prior to the Fragments -- Sin and salvation in the Philosophical fragments -- Anxiety and beyond -- Sin and salvation from the Three discourses -- To the three stages -- Sin and salvation in the Concluding unscientific postscript -- Sin, society, and the individual in the Two ages.

William Cunningham was a prominent British economist and economic historian. In this book, which was first published in 1917, Cunningham provides a concise guide to various aspects of political philosophy, with a particular focus on British political institutions. Appendices are included and textual notes are incorporated throughout. This book will be of value to anyone with an interest in political philosophy and the nature of governance.