Summary Principles Timely support for patients and people close to them, and effective, sensitive communication are essential. Decisions must be based on the individual patient's circumstances and reviewed regularly. Sensitive advance discussion should always be encouraged, but not forced. Information about CPR and the chances of a successful outcome needs to be realistic. Practical matters Information about CPR policies should be displayed for patients and staff. Leaflets should be available for patients and people close to them explaining about CPR, how (...) decisions are made and their involvement in decisions. Decisions about attempting CPR must be communicated effectively to relevant health professionals. In emergencies If no advance decision has been made or is known, CPR should be attempted unless: the patient has refused CPR; the patient is clearly in the terminal phase of illness; or the burdens of the treatment outweigh the benefits. Advance decision making Competent patients should be involved in discussions about attempting CPR unless they indicate that they do not want to be. Where patients lack competence to participate, people close to them can be helpful in reflecting their views. Legal issues Patients' rights under the Human Rights Act must be taken into account in decision making. Neither patients nor relatives can demand treatment which the health care team judges to be inappropriate, but all efforts will be made to accommodate wishes and preferences. In England, Wales and Northern Ireland relatives and people close to the patient are not entitled in law to take health care decisions for the patient. In Scotland, adults may appoint a health care proxy to give consent to medical treatment. Health professionals need to be aware of the law in relation to decision making for children and young people.IntroductionWhy policies are neededCardiopulmonary resuscitation can be attempted on any person whose cardiac or respiratory functions cease. Failure of these functions is part of dying and thus …. (shrink)

1. Aim of the guidelines2. Principles of good practice3. Circumcision for medical purposes4. Non-therapeutic circumcision 4.1. The law 4.1.1. Summary: the law 4.2. Consent and refusal 4.2.1. Children’s own consent 4.2.2. Parents’ consent 4.2.3. Summary: consent and refusal 4.3. Best interests 4.3.1. Summary: best interests 4.4. Health issues 4.5. Standards 4.6. Facilities 4.7. Charging patients 4.8. Conscientious objection5. Useful addresses.

This code of practice for health professionals was prepared by a multi-professional group and reflects good clinical practice in encouraging dialogue about individuals' wishes concerning their future treatment. It has a broad practical approach, considers a range of advance statements, advises of dangers and benefits of making treatment decisions in advance and combines annotated code of practice with a quick pull out guide for easy reference.

This chapter explores the making of a humanist ceremony, and discusses why self‐identified humanists and secularists, who often define themselves within the tradition of ‘free thought’, want to foster ceremonies, given that ceremonies so often connote the routine, discipline, and authority associated with religion. It focuses on funerals provided by celebrants in the British Humanist Association (BHA), the most important non‐religious organization in the United Kingdom, and one of the world leaders in the development of such (...) ceremonies. A ‘non‐religious’ funeral, then, is one in which a conscious decision has been made to ground the event and its importance within ‘the immanent frame’. Anthropologists often observe that ritual speech and action carry particular meaning and force. Ritual frames a social world, and it communicates and validates a particular way of looking at the world. (shrink)

El editor reúne a distintos miembros de la Advisory Council of the British Humanist Association para escribir sobre conceptos, tales como la moralidad, la educación moral, la ética, los medios de comunicación, la muerte o el futuro. Algunos de estos autores son: Cyril Bibby, Raymond Firth, Margaret Knight, Lord Francis Williams, Antony Flew, Peter Henderson, James Hemming, Morris Ginsberg, Lord Ritchie-Calder, Lord Boyd Orr, Kathleen Nott, Brigid Brophy, Cristopher Longuet-Higgins, Kingsley Martin, P. Sargant Florence, Theodore Besterman, F.A.E. (...) Crew, H.J. Eysenck o Sir Karl Popper. (shrink)

Needham, E; Stuart, SN Every three years the International Humanist and Ethical Union sponsors a World Humanist Congress, hosted by one of its member organizations, which this year was the British Humanist Association. The theme of this Congress was 'Freedom of thought and expression - forging a 21st-century Enlightenment'.

Black, Alan W The Rationalist Press Association, which was one of the original sponsors of the British Humanist Association, was also one of the influences which helped to bring the New South Wales Humanist Society into being. The immediate event which triggered the formation of the latter society was the visit to Australia in 1959 of the American evangelist, Billy Graham. Bill and Daphne Weeks, two Sydney school teachers who were members of the Rationalist Press (...) Association, felt the need for an organisation to promote humanism in Australia. Even prior to the Graham visit, they and others of similar persuasion had been writing to the ABC Weekly urging the Australian Broadcasting Commission to include humanist views in its programmes. (shrink)

In her book, Soper uses the classical humanism of the Enlightenment as a starting point and then takes the “Positivistic humanism” of the British Humanist Association as a contemporary British version of it. Turning to the Continent she then discusses the dialecticalism of Hegel, a form of idealistic humanism, and the dialecticalism of Feuerbach and Marx as a type of materialistic humanism.

Since its conception nearly 20 years ago, Logic Programming - the idea of using logic as a programming language - has been developed to the point where it now plays an important role in areas such as database theory, artificial intelligence and software engineering. However, there are still many challenging research issues to be addressed and the UK branch of the Association for Logic Programming was set up to provide a forum where the flourishing research community could discuss important (...) issues of Logic Programming which were often by-passed at the large international conferences. This volume contains the twelve papers which were presented at the ALPUK's 3rd conference which was held in Edinburgh, 10-12 April 1991. The aim of the conference was to give a broad but detailed technical insight into the work currently being done in this field, both in the UK and by researchers as far afield as Canada and Bulgaria. The breadth of interest in this area of Computer Science is reflected in the range of the papers which cover - amongst other areas - massively parallel implementation, constraint logic programming, circuit modelling, algebraic proof of program properties, deductive databases, specialised editors and standardisation. The resulting volume gives a good overview of the current progress being made in the field and will be of interest to researchers and students of any aspects of logic programming, parallel computing or database techniques and management. (shrink)

In this paper I argue that Peter Kivy’s contention that music is incapable of profundity is correct only in a limited sense. So long as we associate profundity with depth of subject matter, even the revisions proposed by Stephen Davies and Julian Dodd are incapable of delivering an account of musical profundity which has the correct scope. Theories of profundity based on criteria of exemplification and non-denotational expression of content remain vulnerable to Kivy’s well-chosen counter-examples of non-profound artworks which meet (...) these criteria. However, the established debate presumes that profundity is only possible through a depth of subject matter; I argue that there is an alternative form off profundity which music does exhibit, relating to its formal complexity. This profundity I term ‘anti-humanist’. (shrink)

The first British New Left formed in response to a crisis in international and British socialism. Although never a formal movement, its associated members set themselves the tasks of, first, confronting the rapid change transforming social life at both global and national scales, and second, articulating a new political culture able to accommodate the good and resist the bad of it. As part of this process, a series of intense debates took place on the role of the socialist (...) intellectual in stimulating such a culture. In this article, I consider three of the NL’s main protagonists, EP Thompson, Stuart Hall, and Raphael Samuel, and the different positions they took on this issue. I argue here that while all made important contributions to the argument, Samuel’s practice as an intellectual, currently the least well known of the three, is worth closer attention for its relevance to contemporary educational debates. (shrink)

Marilyn Mason, education officer of the British Humanist Association, asks whether an adequate moral education must involve religion, and reflects on the way that attitudes to moral education have changed over the last fifty years.

Marilyn Mason, Education Officer at the British Humanist Association, also joins the debate about the relationship between philosophy and religious education in the school curriculum.

This article gives an overview of the development, remit, structure and working of the British Medical Association's Medical Ethics Committee. It situates it within a brief history of the Association and gives examples of current work.

Differences in guidance from various organisations is preventing uniform standards of practiceThe emphasis in medical law and ethics on protecting the patient’s right to choose is at an all time high. Apart from circumscribed situations, for instance where the Mental Health Act 19831 is applicable, the only justification for medically treating an adult patient against his or her wishes is on the basis of common law, using the principle of best interests, and only when he or she lacks capacity to (...) refuse treatment. As a result, it is important that clinicians should be able to assess capacity to refuse treatment. Given that judgements of incapacity involve deciding that a person does not have the ability to refuse treatment, a great deal of care needs to go into the assessment and characterisation of incapacity.There is divergence between the characterisation of capacity that is used by the courts and that which is recommended by the British Medical Association . The BMA usefully expands on the first element of capacity as set out in the standard legal definition of capacity in the Re C judgment2 but ignores the other two elements. By doing this, the BMA makes it unclear whether it is rejecting these as relevant to capacity; it also misses the opportunity to expand on these elements in a clinically useful way.We will begin with a description of the BMA’s advice3 and the standard English legal definition of capacity.2,4 Then we will show that there are important discrepancies between these two sources of advice. We think that the BMA ought to clarify its position on capacity in order to safeguard the interests of physicians, healthcare workers, and patients.THE RE C TESTMr C was a patient in a psychiatric secure hospital who had chronic paranoid schizophrenia with …. (shrink)

Review of British Medical Association handbook on human rights and doctors.

This article questions the effectiveness of “engagement teaching” when dealing with controversial subjects by exploring the role of fear in contemporary education about the Holocaust in the United Kingdom. It begins by assessing a governmental report about education and a series of related press reports and chain emails, whose assumption that secondary school teachers are afraid of teaching controversial subjects (in particular the Holocaust) triggered an international scandal about Holocaust education in the UK in April 2007. The author argues that (...) three forms of respectful fear or deference are undermined in Holocaust teaching: epistemological (towards historical knowledge); political (towards curricula); and intergenerational (towards teachers). The article further demonstrates that the object of fear expressed by journalists and the public was not the Holocaust itself, but the reversal of deferential relations between teachers and pupils in the school classroom and the supposition that we may not learn from history. Whereas history education is held up by policy-makers as a safeguard of social stability and of the transmission of values, the application of “engagement teaching” to controversial subjects may in fact undermine the authority of historical education and the enlightenment principles on which it is founded. (shrink)

AimTo investigate the status of positive mental characters and humanistic care ability among Chinese nursing students, and confirm the association between positive mental characters and humanistic care ability.MethodsA cross-sectional survey was conducted. Nine hundred eighty-one Chinese nursing students were recruited from hospitals and community healthcare services in Changsha, Hunan, China. Three different self-reported questionnaires were applied: The Demographic Characteristics Questionnaire, Humanistic care ability of Nursing Undergraduates Assessment Scale and Positive Mental Characters Scale for Chinese College Students. Pearson correlation analysis (...) and multiple liner regression analysis were performed to analyze the association between positive mental character and humanistic care ability for Chinese nursing students.ResultsThe mean scores of nursing students' humanistic care ability and positive mental character were 125.94 ± 21.19, 233.18 ± 38.59, respectively. The Pearson correlation results showed that positive mental character was significantly associated with humanistic care ability. Multiple liner regression analysis indicated that positive mental characters, four dimensions of courage, humanity, justice and transcendence in positive mental character, care from classmates were found to be independent predictors of humanistic care ability.ConclusionPositive mental characters are important considerations in the development, implementation and evaluation of humanistic care ability interventions. (shrink)

Abhidhamma Studies at the British Buddhist Association, London, and a Review of A Comprehensive Manual of Abhidhamma. The Abhidhammattha Sangaha. Pali Text, Translation & Explanatory Guide, Bhikkhu Bodhi, General Editor. Buddhist Publication Society, Kandy 1993, 432 pp. $20.00.

This paper considers the role of the British Educational Research Association (BERA) in promoting the improvement of UK research over the past 27 years. The views of some BERA representatives, as expressed at Conferences, in occasional publications and particularly in the pages of Research Intelligence, suggest a certain complacency. These representatives have devoted considerable effort to defending the existing quality of research, arguing for greater funding, and explaining how it is that educational research is so much more difficult (...) than in any other field of endeavour. Some effort has been devoted to making more people aware of the value of existing research, but relatively little attention appears to be devoted to rallying the field to improve. This paper suggests that this relative emphasis should be adjusted, and presents a few examples of ways in which the BERA of the future, if it is to survive in strength, as it should, might address these deficiencies. In my opinion, BERA as the sole professional organization of UK educational researchers should be leading our way rather more on this, and not merely acting as our apologist. (shrink)

Making decisions when caring for children and young people involves a delicate balancing of the child’s rights and needs as well as the rights of the parents. Those who look to the law for guidance will find that it is often unclear. The courts have asserted the parents’ rights to make decisions concerning the child’s treatment, in so far as these accord with the child’s welfare. Children have the right to be consulted about decisions concerning their welfare. Some people see (...) an anomaly in relation to treatment in that, while a court has overruled in the case of a competent child’s right to refuse treatment, a child considered competent may initiate consultation and consent to treatment without their parents’ knowledge or consent. The child’s right to confidentiality appears to override the parent’s right to the information parents need if they are to be aware of, let …. (shrink)

The British Association for the Advancement of Science (BAAS), like many nineteenth-century institutions, sought to avoid controversy by excluding the discussion of political and religious topics from its proceedings. Nonpartisanship was a veneer it could hide behind. Yet during the Montreal meeting of 1884—the first time the association ventured beyond the comfortable confines of the British Isles—this “middle way” was tested. While local and visiting Anglophones, many of them BAAS members, viewed the proceedings and character of (...) the association as “decidedly friendly” to religion and as promoting the broad interests of Protestants, Montreal’s episcopacy and French- speaking press rallied against the anti-Catholic BAAS, accusing it of harboring a dangerous Masonic clique. In different material and social spaces, the relationship between science, religion, and the association was conceived in distinct ways. In examining this case, this essay seeks to augment the growing body of scholarship within science studies that recognizes the importance of writing both the history and the geography of encounters between science and religion. (shrink)

Humanism has appeared intermittently in the nursing literature as a concept that can be used in understanding nursing. I return to the concept in response to noticing the term appearing in the context of health humanities, where it is loosely associated both with humanities and being humane. I review the usage and critiques of humanism in both nursing and medical literature and then re‐evaluate what the idea of humanism might hold for nursing, trying to avoid the traps of an over‐determination (...) of the human subject, or dichotomizing nursing as art or science, technology or caring. I draw on writings on humanism primarily from Emmanuel Levinas and Edward Said to emphasize strands in humanism of obligation towards others and of critical discernment within history and culture directed towards democratic practices. I discuss in passing the strong association in the UK particularly between humanism and scientism as a note of caution about the plurality of the term humanism. I conclude that humanism is a tradition that does offer productive ways of thinking about nursing with the proviso that it ought to be treated carefully as a problematic tradition and not as a new essence for nursing. (shrink)

Humanist education, within families and at school, is best understood in its historical context. It involves a shedding, over time, of religion‐dependent features belonging to a more devout age. This chapter focuses on British history, although many of the points apply more widely, especially to other countries with a Protestant background, like the USA. Liberal humanist approaches to children's education in the home are best understood in terms of the rejection, over time, of the religious setting within (...) which it formerly took place. A modern knowledge‐based education suited the requirements of seventeenth‐century Protestant merchants and rulers better than an impractical scholasticism. If education in the arts has been held back, historically, by religious views on the division between soul and body, the same is truer for sex education. The individualism built into the traditional model of headship is echoed in the ways children have been traditionally expected to learn. (shrink)