ABSTRACT The much discussed ethical problems of clinicians, who have direct care of patients, are mainly within their responsibilities to the ‘index’patient with whom they are immediately concerned. When pathologists are practising clinical pathology they are responsible for performing and interpreting tests on specimens from patients at the request of clinicians, and advising on these tests. Their ethical problems, as they do not have direct care of patients, mainly lie between their obligations to the requesting clinician, to the index patient (...) under investigation in the laboratory, and also to other patients, and to their staff. These problems are largely ignored in the literature both of medical ethics and of pathology. The ethical principles of: (1) respect for autonomy; (2) non‐maleficence; (3) beneficence; and (4) justice are discussed with particular reference to the work of clinical pathologists: possible applications of virtue ethics are also considered. Ethical problems that arise in the course of a pathologist's receiving, investigating, and reporting and advising on, a patient's specimen are examined on the basis of the above principles: an attempt is made to offer guidance on the problems. (shrink)

Ni ángel ni bestia, según la conocida sentencia de Blaise Pascal, el ser humano no posee una naturaleza predada y conclusa, sino una condición histórica y contingente, polifacética y ambigua. Por más que se sueñe omnipotente e infinito, está condenado a existir en la escasez, la incertidumbre y la imperfección, y su vida es un drama abierto e impredecible, que sólo la antorcha de un pensamiento a la vez lúcido y cordial –lógico y mítico, racional y sentiente, efectivo y afectivo– (...) es capaz de iluminar. Para lograrlo no dispone, sin embargo, de verdades definitivas, sino sólo de preguntas que dan lugar a respuestas siempre provisionales, engendradoras de interrogantes nuevos. Como en Sócrates según Platón y en Goethe visto por Eckermann, el diálogo no es, entonces, un modo menor del conocimiento humano, sino un camino mayor en pos del siempre frágil y relativo saber posible: una mayéutica que alumbra dudas y sugestiones, reservas y sospechas, y con ellas los acuerdos –y los acordes–llamados a guiar los trayectos personales y colectivos. (shrink)

Poetry is language at its most distilled and most powerfulRita Dove(David Streitfeld, Washington Post, “Laureate for a New Age,” March 19, 1993).The genesis for this special issue arose in a rethin...

In four studies, we examine the “LIFE IS A JOURNEY” conceptual metaphor using as data output from semantic and episodic memory. In the first three studies output from semantic memory indicates that undergraduate samples, when primed to think in “LIFE” in terms of a course followed until one's 70th year, provided a set of events output in a sequential order and when compared to a second sample, showed high agreement on the ages in which the events would occur. These data (...) were taken as supportive of a “JOURNEY” metaphor in which one progressed along a life path. Study 2 indicated that the “LIFE” events produced also aroused specific subthemes, consistent with the notion of the arousal of lower-level “LIFE-JOURNEY” metaphors (e.g., “LOVE IS A JOURNEY”). In a third study, we experimentally constrained the order of report from semantic memory. These data indicate that free output of events (as in Study 1) involves both a forward-temporal output, and clustering of life themes, but that forcing a forward-temporal order is indicative of the arousal of the superordinate conceptual metaphor but not the lower-level themes. Finally, in an episodic memory task one finds the reverse, namely arousal of the lower-level themes but not of the superordinate conceptual metaphor. Taken together, these findings indicate conditions under which the “LIFE IS A JOURNEY” metaphor is facilitated, and when lower-level metaphors are made more salient. In a more general way, the studies provide a new tool with which to study conceptual metaphors. (shrink)

A classic work of the European Enlightenment--and one of the most popular, if scandalous, in its day--the Persian Letters captures, in an engaging epistolary format, the transformational spirit of the era. Amid an ongoing tale rife with sex, violence, and wit, the work addresses a diverse range of topics from human nature and the origins of society, to the nature and role of religious belief, the role of women, statecraft, justice, morality, and human identity. With skill and artistry, Raymond MacKenzie’s (...) stunning new translation accurately reflects the mood and character of the work. In his richly conceived Introduction, MacKenzie seamlessly weaves together an overview of the period with details of Montesquieu’s life, including the influences that inspired the _Persian Letters_, the character and power of the book, and its reception. This edition also includes a Calendar of the _Persian Letters_, a Bibliography of Works in English, and a Bibliography of Works in French. Related texts provide insight into the legacy of the _Persian Letters_. They include selections from works by George Lyttelton, Voltaire, Oliver Goldsmith, and Maria Edgeworth. (shrink)

Our understanding of the nature and processing of figurative language is central to several important issues in cognitive science, including the relationship of language and thought, how we process language, and how we comprehend abstract meaning. Over the past fifteen years, traditional approaches to these issues have been challenged by experimental psychologists, linguists, and other cognitive scientists interested in the structures of the mind and the processes that operate on them. In Figurative Language and Thought, internationally recognized experts in the (...) field of figurative language, Albert Katz, Mark Turner, Raymond W. Gibbs Jr., and Cristina Cacciari, provide a coherent and focused debate on the subject. The book's authors discuss a variety of fundamental questions, including: What can figures of speech tell us about the structure of the conceptual system? If and how should we distinguish the literal from the nonliteral in our theories of language and thought? Are we primarily figurative thinkers and consequently figurative language users or the other way around? Why do we prefer to speak metaphorically in everyday conversation, when literal options may be available for use? Is metaphor the only vehicle through which we can understand abstract concepts? What role do cultural and social factors play in our comprehension of figurative language? These and related questions are raised and argued in an integrative look at the role of nonliteral language in cognition. This volume, a part of Counterpoints series, will be thought-provoking reading for a wide range of cognitive psychologists, linguists, and philosophers. (shrink)

The received wisdom is that people can mentally invoke a sarcastic tone of voice during silent reading although there is no direct evidence for this claim. We provide an empirical demonstration. In Study 1, participants silently read a set of ambiguous phrases as either being sarcastic or sincere, and chose from a set of adjectives those that best describe the tone of voice that was invoked. Sarcasm-discriminating and sincere-discriminating adjectives were identified. In Study 2, a different sample read a set (...) of phrases in a minimal discourse context. The critical phrase was preceded by one of three contexts: positive, negative, and an ambiguous context that could invoke either a sincere or sarcastic reading. Following each scenario participants were asked to rate a set of adjectives as to the extent the adjective was mentally heard during silent reading: the adjectives were a subset of those that were sarcasm-discriminating, sincere-discriminating or a set of adjectives irrelevant to tone of voice. As predicted, even when not instructed to think sarcastically, participants rated most highly those adjectives chosen as associated with a sarcastic tone of voice in the negative context and least in the positive context. Analogously, the opposite effect was observed for sincere-discriminating items: rated as most applicable to what is being heard internally for positive contexts and rated lowest in negative contexts. These basic findings were replicated when demand characteristics were minimized. (shrink)

Albert Einstein's Quest as a Scientist and as a Jew to Replace a Forsaken God.

This article studies undergraduate students journeys in volunteering, and details the motivations of and challenges that these volunteers face during the journey. We conducted five focus groups on a total of 38 undergraduate volunteers, and obtained seven themes as we undertook an investigation of our three research questions. Our findings revolved around these seven themes, which ranged from motivations to experiences to challenges. Our findings have helped us understand the motivations and challenges that undergraduate volunteers have and face during the (...) journey of volunteering. Some of these challenges are particular to a university setting, but some others can certainly be generalized to other settings. Recommendations for future research are also included. (shrink)

Although Lakoff and Johnson’s Conceptual Metaphor Theory has been influential across many disciplines, little research has tested the psychological reality of conceptual metaphors using established experimental memory paradigms. Here we employ an episodic memory task based on the Deese-Roediger-McDermott false memory paradigm to explore this possibility. We find that after reading lists of sentences based on underlying conceptual metaphors that participants are more likely to falsely remember the nonpresented conceptual metaphors themselves as well as new sentences consistent with the CM (...) mapping than control items that do not share this mapping. This finding provides experimental support for conceptual metaphors and highlights the utility of using episodic tasks to explore the assumptions of this theory. (shrink)

Entrepreneurs generally lack the marketing capabilities necessary to bring their new product to market. To engage the resources required to do this, they must somehow place a value on the enterprise. However, all of the methods of valuation currently available are based on the use of historical or current revenues, and therefore are not applicable to an entrepreneurial enterprise with a first-time product. In Valuing an Entrepreneurial Enterprise, Audretsch and Link present a valuation method uniquely tailored to emerging technology-based ventures (...) that have no revenue history to lean on. Unlike many traditional methods, theirs does not take into account the track record of companies and products similar to that being valuated. Instead, it draws on economic theory to formulate a solution to the problem. The book develops conceptual ground, including trends in entrepreneurship, models of innovation, and the economics of standards and entrepreneurship policy. The authors review the traditional valuation methods and illustrate them numerically with case studies to show how the traditional approach produces an incorrect valuation. The core of the book presents the new methodology and demonstrates how it avoids the pitfalls of past approaches. The authors also show how public policy on technology and infrastructure changes valuations of start-up firms in areas such as stem-cell products and renewable fuels projects. Valuing an Entrepreneurial Enterprise will serve as a valuable resource for advanced students, economists, financial planners, and valuators interested in new valuation methods and the theory behind them, as well as those interested in entrepreneurship. (shrink)

Class inclusion theory asserts that one cannot reverse the topic and vehicle of a metaphor and produce a new, meaningful metaphor that is based on the same interpretive ground. In 2 experiments we test that claim. In Study 1 we replicate the procedures employed by Glucksberg, McGlone, & Manfredi (1997) that provided support for the assertion. However we now add experimental conditions in which the target metaphors, either with the topic and vehicle in its canonical order or reversed, are placed (...) in discourse contexts that provide support for a meaningful interpretation based on the same ground. In contrast to the prediction of class inclusion theory, fully 72% of the cases the reversed metaphors were rated as interpretable and interpretation was based on the same ground used in interpreting the metaphors in their canonical order. In Study 2, the online processing of the metaphors in context are examined in a word-by-word reading task. We find that canonical and reversed order metaphors were read at the same rate throughout and both sets exhibited the same reading patterns: increased reading time of the noun-phrase (NP) that contains the metaphoric vehicle and of the first word in the text that follows the metaphor. We take these data to indicate that nonreversibility cannot be taken as a necessary condition of metaphor. (shrink)

A fundamental fact about human minds is that they are never truly alone: all minds are steeped in situated interaction. That social interaction matters is recognized by any experimentalist who seeks to exclude its influence by studying individuals in isolation. On this view, interaction complicates cognition. Here, we explore the more radical stance that interaction co-constitutes cognition: that we benefit from looking beyond single minds toward cognition as a process involving interacting minds. All around the cognitive sciences, there are approaches (...) that put interaction center stage. Their diverse and pluralistic origins may obscure the fact that collectively, they harbor insights and methods that can respecify foundational assumptions and fuel novel interdisciplinary work. What might the cognitive sciences gain from stronger interactional foundations? This represents, we believe, one of the key questions for the future. Writing as a transdisciplinary collective assembled from across the classic cognitive science hexagon and beyond, we highlight the opportunity for a figure-ground reversal that puts interaction at the heart of cognition. The interactive stance is a way of seeing that deserves to be a key part of the conceptual toolkit of cognitive scientists. (shrink)

Stigma can influence the prevention and identification of fetal alcohol spectrum disorder, a leading cause of developmental delay in North America. Understanding the effects of public health practices and policies on stigma is imperative. We reviewed social science and biomedical literatures to understand the nature of stigma in FASD and its relevance from an ethics standpoint in matters of health practices and policies. We propose a descriptive model of stigma in FASD and note current knowledge gaps; discuss the ethical implications (...) of stigma based on two distinct criteria ; and describe two cases and the concerns associated with inadvertent stigmatization by public health initiatives for FASD. We recommend further empirical and ethical analyses to examine whether public health policies and practices inadvertently stigmatize and impact the success of public health initiatives and programs for FASD. (shrink)

In two experiments, we examined whether POWER is embodied in terms of horizontal forward and backward movement using an action compatibility task. Participants were asked to categorize power-relate...

In this paper we examine the effect of two cognitive variables, Semantic Neighborhood Density and Interpretive Diversity, in first, distinguishing between literary (poetic) and nonliterary metaphor, and second, in determining what makes for a good metaphor. Analyses of items taken from a widely used set ofmetaphor norms indicated that while literary and nonliterary metaphor did not differ in many ways, the poetic items tended to 1) contain concepts that came from a more dense semantic space, 2) contain topic and vehicles (...) that came from equally dense semantic space, 3) suggest a greater number of possible interpretations as the topic and vehicle became more semantically dissimilar, and 4) evoke more emergent interpretations (i.e., less likely to be a characteristic of the topic or vehicle when considered separately). In addition, we found one way that the two variables were related to metaphor goodness: better metaphors were those with vehicles that came from increasingly less dense semantic space. This correlation was only reliable for literary, poetic items, presumably because these items were taken from a richer semantic environment suggesting many more alternative possibilities. (shrink)

L’Union Européenne vit sous un régime de démocratie représentative de type fédéral dont la particularité est d’être en vigueur dans un État qui n’est pas fédéral. Les critiques qui l’accablent aujourd’hui sont en grande partie liées aux ambiguïtés et aux impasses qu’engendre l’enchevêtrement, pas toujours très clair, des pouvoirs actuellement exercés par le Parlement, la Commission et le Conseil. Une autre partie de la critique est plus tranchante : elle récuse le principe même de la construction européenne en l’accusant d’instituer (...) un déni de démocratie. Trois arguments étayent ce réquisitoire : le premier pointe la perte de souveraineté nationale ; le second le manque de représentativité des élus ; le troisième le déficit de légitimité des autorités en place. Des révisions apportées à chacun de ces trois facteurs permettraient-elles de conforter la démocratie dans le cadre européen? (shrink)

Background: There is general consensus internationally that unfair distribution of the benefits of research is exploitative and should be avoided or reduced. However, what constitutes fair benefits, and the exact nature of the benefits and their mode of provision can be strongly contested. Empirical studies have the potential to contribute viewpoints and experiences to debates and guidelines, but few have been conducted. We conducted a study to support the development of guidelines on benefits and payments for studies conducted by the (...) KEMRI-Wellcome Trust programme in Kilifi, Kenya. Methods: Following an initial broad based survey of cash, health services and other items being offered during research by all programme studies (n = 38 studies), interviews were held with research managers (n = 9), and with research staff involved in 8 purposively selected case studies (n = 30 interviewees). Interviews explored how these ‘benefits’ were selected and communicated, experiences with their administration, and recommendations for future guidelines. Data fed into a consultative workshop attended by 48 research staff and health managers, which was facilitated by an external ethicist.FindingsThe most commonly provided benefits were medical care (for example free care, and strengthened quality of care), and lunch or snacks. Most cash given to participants was reimbursement of transport costs (for example to meet appointments or facilitate use of services when unexpectedly sick), but these payments were often described by research participants as benefits. Challenges included: tensions within households and communities resulting from lack of clarity and agreement on who is eligible for benefits; suspicion regarding motivation for their provision; and confusion caused by differences between studies in types and levels of benefits. Conclusions: Research staff differed in their views on how benefits should be approached. Echoing elements of international benefit sharing and ancillary care debates, some research staff saw research as based on goodwill and partnership, and aimed to avoid costs to participants and a commercial relationship; while others sought to maximise participant benefits given the relative wealth of the institution and the multiple community needs. An emerging middle position was to strengthen collateral or indirect medical benefits to communities through collaborations with the Ministry of Health to support sustainability. (shrink)

The genes involved in methionine biosynthesis are scattered throughout the Escherichia coli chromosome and are controlled in a similar but not coordinated manner. The product of the metJ gene and S‐adenosylmethionine are involved in the repression of this ‘regulon’.

In this paper we show how to interpret Robinson’s arithmetic Q and the theory R of Tarski, Mostowski, and Robinson as theories of cardinals in very weak theories of relations over a domain.

« Qu'est-ce qu'un homme révolté? Un homme qui dit non. Mais s'il refuse, il ne renonce pas : c'est aussi un homme qui dit oui, dès son premier mouvement. »[réf. nécessaire] D'apparence, il existe une limite à la révolte. Cependant, la révolte est un droit. La révolte naît de la perte de patience. Elle est un mouvement et se situe donc dans l'agir. Elle se définit par le « Tout ou Rien », le « Tous ou Personne ». En premier, (...) elle soumet l'idée d'égalité : position d'égal à égal entre le maître et l'esclave. Mais le révolté finit par imposer cette égalité qui se traduit souvent par une inversion des rôles (dialectique hégélienne). Suivant le raisonnement de Scheler, l'homme révolté n'est pas l'homme du ressentiment, c'est-à-dire qu'il ne baigne ni dans la haine ni dans le mépris. La révolte enfante des valeurs. De fait, « pour être, l'homme doit se révolter ». La révolte extirpe l'homme de la solitude puisqu'elle est collective, c'est l'« aventure de tous ». Néanmoins, faire l'expérience de la révolte, c'est faire l'expérience de l'ascèse. Les mythes de Prométhée, d'Achille (avec Patrocle), d'OEdipe et d'Antigone, sont des archétypes de révoltes antiques au même titre que la révolte de Spartacus. La révolte est souvent légitime, elle est l'expression la plus pure de la liberté et semble revêtir le visage de l'espoir. De surcroît, la révolte impose une tension, elle refuse donc formellement le confort de la tyrannie ou de la servitude. Le révolutionnaire a la volonté de « transformer le monde » (Marx) alors que le révolté veut « changer la vie » (Rimbaud). (shrink)

The standard philosophical view of time travel has it that time travelers cannot change the past. It has been argued by some that the standard view is false, and that this can be shown using a two-dimensional model of time. I defend the standard view against this attack. I show, first, that the addition of a second temporal dimension does not provide a model of changing the past and, second, that neither does the addition of n temporal dimensions for any (...) n > 1. (shrink)