Proposed here is that an overriding principle of nature governs all population behavior; that a single tenet drives the many regimes observed in nature—exponential-like growth, saturated growth, population decline, population extinction, and oscillatory behavior. The signature of such an all embracing principle is a differential equation which, in a single statement, embraces the entire panoply of observations. In current orthodox theory, this diverse range of population behaviors is described by many different equations—each with its own specific justification. Here, a single (...) equation governing all the regimes is proposed together with the principle from which it derives. The principle is: The effect on the environment of a population’s success is to alter that environment in a way that opposes the success. Experiments are suggested which could validate or refute the theory. Predictions are made about population behaviors. (shrink)

The rise of networked social movements contesting neo-liberal globalization and protesting the summits of global finance and governance organizations has posed an analytical challenge to social movement theorists and called into question the applicability to this global milieu of the familiar concepts and heuristics utilized in social movement studies. In this article, we argue that the self-defining alter-globalization movement(s) might instead be engaged with as an expression and effect of global complexity, and we draw upon a ‘minor’ literature in social (...) movement studies that includes Gregory Bateson, Gilles Deleuze and Alberto Melucci to illustrate our claims. This article uses a Deleuzian reading of complexity to describe the phase space of the ‘movement of movements’, and its perturbation of global civil society through the iteration of sense-making processes (reflexive framing) and the exploration of singularities inhering in social movement ‘plateaux’. Those transnational gatherings, protests and social forums facilitated by computer-mediated communications and the advent of unprecedented mobility which constitute a ‘shadow realm’ that remains largely invisible to political exchange theories operating within the conceptual confines of the nation-state. (shrink)

Burns, C. R. Introduction.--Antiquity: Margalith, D. The ideal doctor as depicted in ancient Hebrew writings. Edelstein, L. The Hippocratic oath. Edelstein, L. The professional ethics of the Greek physician. Michler, M. Medical ethics in Hippocratic bone surgery. Maas, P. L., Oliver, J. H. An ancient poem on the duties of a physician.--The medieval era: Levey, M. Medical deontology in ninth century Islam. Bar-Sela, A., Hoff, H. E. Isaac Israeli's fifty admonitions of the physicians. Rosner, F. The physician's prayer attributed to (...) Moses Maimonides. MacKinney, L. C. Medical ethics and etiquette in the early middle ages, the persistence of Hippocratic ideals. Welborn, M. C. The long tradition, a study in fourteenth-century medical deontology.--The modern period: Larkey, S. V. The Hippocratic oath in Elizabethan England. Pleadwell, F. L. Samuel Sorbiere and his Advice to a young physician. Clark, G. Bernard Mandeville, M.D., and eighteenth-century ethics. Burns, C. R. Thomas Percival, medical ethics or medical jurisprudence? Burns, C. R. Reciprocity in the development of Anglo-American medical ethics, 1765-1865. Williams, T. F. Cabot, Peabody, and the care of the patient. (shrink)

The evolution of humans required performing increasingly hierarchically complex tasks within multiple domains. Hierarchical complexity increases task by task. Tasks occur within, and differ by, determinable domains, their stages of performance measurable using the Model of Hierarchical Complexity. How well one performs within single and multiple domains is considered to indicate intelligence. Original task-initiation is more difficult than imitational learning and can create new domains. Levels of support reduce task difficulty, increasing performance. Task-performance may be generalized to other domains. Stages (...) of developing tools and empathy are presented to demonstrate domains' roles in the evolution of human intelligence. (shrink)

Social media and Internet technologies present several emerging and ill-explored issues for a modern healthcare workforce. One issue is patient-targeted Googling, which involves a healthcare professional using a social networking site or publicly available search engine to find patient information online. The study’s aim was to address a deficit in data and knowledge regarding PTG, and to investigate medical student use of SNSs due to a close association with PTG. The authors surveyed final year medical students at the Otago Medical (...) School, University of Otago in January 2016. A subset completed focus groups that were analysed using thematic analysis to identify key themes relating to students’ attitudes towards PTG, and reasons why they might engage in PTG. Fifty-four students completed the survey, which showed that PTG was uncommon. Attitudes were varied and context dependent. Most participants saw problems with PTG and favoured more explicit guidance on the issue. SNS usage was high ; participants were concerned by the content of their SNS profiles and who they were connecting with online. Participants showing high SNS use were 1.83 times more likely to have conducted PTG than lower use groups. The diverse attitudes uncovered in this study indicated that teaching or guidelines could be useful to healthcare professionals considering PTG. Though ethically problematic, PTG may be important to patient care and safety. The decision to conduct PTG should be made with consideration of ethical principles and the intended use of the information. (shrink)

Background Social media and Internet technologies present several emerging and ill-explored issues for a modern healthcare workforce. One issue is patient-targeted Googling, which involves a healthcare professional using a social networking site or publicly available search engine to find patient information online. The study’s aim was to address a deficit in data and knowledge regarding PTG, and to investigate medical student use of SNSs due to a close association with PTG. Method The authors surveyed final year medical students at the (...) Otago Medical School, University of Otago in January 2016. A subset completed focus groups that were analysed using thematic analysis to identify key themes relating to students’ attitudes towards PTG, and reasons why they might engage in PTG. Results Fifty-four students completed the survey, which showed that PTG was uncommon. Attitudes were varied and context dependent. Most participants saw problems with PTG and favoured more explicit guidance on the issue. SNS usage was high ; participants were concerned by the content of their SNS profiles and who they were connecting with online. Participants showing high SNS use were 1.83 times more likely to have conducted PTG than lower use groups. Conclusions The diverse attitudes uncovered in this study indicated that teaching or guidelines could be useful to healthcare professionals considering PTG. Though ethically problematic, PTG may be important to patient care and safety. The decision to conduct PTG should be made with consideration of ethical principles and the intended use of the information. (shrink)

Adding to A.O. Aldridge’s 1951 list, this list of British eighteenth-century references to Shaftesbury provides further evidence that the philosophy of Shaftesbury and Hutcheson is an important rival to Lockean empiricism during the early and middle decades of the century. The peak of Shaftesbury’s influence occurs during the 1740’s and 1750’s when the deist controversy was at its height. A more conservative political and religious climate of opinion after 1759 is one reason for the decline of Shaftesbury’s reputation as a (...) philosopher. Another is Shaftesbury’s displacement by Hume as an important enemy of orthodox Christianity. During the 1760’s and later, Hume is attacked by the Scottish “common sense” philosophers, who find anticipations of Humean scepticism in Locke and Berkeley (but not in Shaftesbury), thereby unwittingly helping to provide the foundation for the eventual establishment of Locke, Berkeley, and Hume as the “big three” of eighteenth-century philosophy. (shrink)

Adding to A.O. Aldridge’s 1951 list, this list of British eighteenth-century references to Shaftesbury provides further evidence that the philosophy of Shaftesbury and Hutcheson is an important rival to Lockean empiricism during the early and middle decades of the century. The peak of Shaftesbury’s influence occurs during the 1740’s and 1750’s when the deist controversy was at its height. A more conservative political and religious climate of opinion after 1759 is one reason for the decline of Shaftesbury’s reputation as a (...) philosopher. Another is Shaftesbury’s displacement by Hume as an important enemy of orthodox Christianity. During the 1760’s and later, Hume is attacked by the Scottish “common sense” philosophers, who find anticipations of Humean scepticism in Locke and Berkeley (but not in Shaftesbury), thereby unwittingly helping to provide the foundation for the eventual establishment of Locke, Berkeley, and Hume as the “big three” of eighteenth-century philosophy. (shrink)

Adding to A.O. Aldridge’s 1951 list, this list of British eighteenth-century references to Shaftesbury provides further evidence that the philosophy of Shaftesbury and Hutcheson is an important rival to Lockean empiricism during the early and middle decades of the century. The peak of Shaftesbury’s influence occurs during the 1740’s and 1750’s when the deist controversy was at its height. A more conservative political and religious climate of opinion after 1759 is one reason for the decline of Shaftesbury’s reputation as a (...) philosopher. Another is Shaftesbury’s displacement by Hume as an important enemy of orthodox Christianity. During the 1760’s and later, Hume is attacked by the Scottish “common sense” philosophers, who find anticipations of Humean scepticism in Locke and Berkeley (but not in Shaftesbury), thereby unwittingly helping to provide the foundation for the eventual establishment of Locke, Berkeley, and Hume as the “big three” of eighteenth-century philosophy. (shrink)

The set of procedures called variously mindreading, mentalizing, or social cognition — broadly put, the process by which we know others — is one that literature can dramatize in peculiarly intense ways. This essay describes three accounts of these procedures in current cognitive scientific debate — Theory Theory, Simulation Theory, and Interaction Theory. It is argued that each account alone struggles to capture the strange blend of immediacy and opacity that confronts me when I seek to grasp the minds of (...) others. Through close readings of two literary passages, it is further argued that literature can by contrast do exactly this. To read ‘cognitively’ is thus both to reveal and to enlist literature's power to think about thinking. (shrink)

The renowned institutionalist Geoffrey Hodgson has claimed inter alia that heterodox economics has failed to define its nature and scope, does not take pluralism seriously, and lacks expertise concentration to ensure quality which means it has made limited progress and is held in variable esteem. To address these alleged problems, Hodgson proposes four alternative strategies: the creation of heterodox economics academic departments; for heterodox economists to enter non-economics academic departments; for heterodox economists to 'organise' around a successful approach with future (...) potential; or, to encourage the study of economic institutions by other social science disciplines or by using prominent mainstream techniques and approaches. A response to these criticisms and proposed strategies is warranted for several reasons. These criticisms are not trivial and, as an assemblage the import is much greater than a singular criticism. Hodgson is very influential within the economics discipline and he reiterates, in part, past criticisms from the mainstream as well as presenting his criticisms to a wide range of audiences. These criticisms intersect with longstanding debates within heterodox economics about the role of pluralism, the definition and project of heterodox economics, its relationship to the changing form of mainstream, and the merit of synthesis or convergence of different heterodox schools of economic thought. The suitability of mainstream measures to judge heterodox economics, and the relationship of ideology and economic theory, are also raised by these criticisms as well as the feasibility of proposed strategies to support heterodox economics within the academy. It is argued that several fallacious claims lead Hodgson to misconstrue the nature and evolution of heterodox economics, and inherent flaws in each of his proposed alternative strategies will further marginalise – not advance – the project of heterodox economics. (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)

Wigner found unreasonable the "effectiveness of mathematics in the natural sciences". But if the mathematics we use to describe nature is simply a carefully coded expression of our experience then its effectiveness is quite reasonable. Its effectiveness is built into its design. We consider group theory, the logic of symmetry. We examine the premise that symmetry is identity; that group theory encodes our experience of identification. To decide whether group theory describes the world in such an elemental way we catalogue (...) the detailed correspondence between elements of the physical world and elements of the formalism. Providing an unequivocal match between concept and mathematical statement completes the case. It makes effectiveness appear reasonable. The case that symmetry is identity is a strong one but it is not complete. The further validation required suggests that unexpected entities might be describable by the irreducible representations of group theory. (shrink)

For many years now a “principle of uncertainty” has played a major role in all discussion of the problem of scientific law as description of nature. That this principle had its origin in the efforts of science to describe nature is entirely appropriate; that it has had so immediate an effect on philosophic thought is inevitable.It is also inevitable that questions should be raised concerning the meaning of certainty and its reference to descriptive law. Such questions are bound to occur (...) to one who is concerned about the kinds of law in terms of which nature might be described. If these kinds can be considered to be two, one “mechanical,” the other “statistical,” it appears to be an easy step from the assertion of a principle of uncertainty which requires that the description of elemental processes and facts of nature be statistical—in terms of probabilities, that is—to a further assertion that after all a strictly mechanical description of nature is impossible, since the observational data which constitute its material are approximate and probable, and because the laws which provide the formal element of that description can never be more than approximately or probably true. It is concluded, then, that no element of certainty attaches to the so-called mechanical laws, any more than to others that are avowedly statistical. When a prediction is based on either sort of law, it is taken to be a prediction that an event will probablyoccur. (shrink)

Universities are increasingly pushed to apply for external funding for their research and incentivised for making an impact in the society surrounding them. The consequences of these third-mission activities for the degree of freedom of the research, the potential to make a substantial research contribution and the ethical challenges of this increased dependency on external funding are often neglected. The implications of external sponsorship of research depend on the level of influence of the sponsor in the various elements of the (...) research. This paper provides a typology of sponsored innovation management research projects in order to create a common language between researchers and practitioners. Through in-depth analysis of nine innovation management research projects, carried out and funded in Northern Europe, and a rich set of qualitative data, the paper outlines the key dimensions of the projects where researchers and practitioners should agree on the degrees of freedom of the research project. It identifies three different methodological dimensions that can impact the likelihood of generating publishable results from the innovation management research. The three dimensions are purpose, throughput and output. The paper discusses the positive and negative impact of these types of projects and generates implications for the central stakeholders. (shrink)

During the three centuries from 800 to 500 B.C., the Greek world evolved from a primitive society- -both culturally and economically- -to one whose artistic products dominated all Mediterranean markets, supported by a wide overseas trade. In the following two centuries came the literary, philosophical, and artistic masterpieces of the classic area. Vital to this advance was the development of the polis, a collective institution in which citizens had rights as well as duties under the rule of law, a system (...) hitherto unknown in human history. In this study, the first systematic exploration of the forces that created the political framework of Greek civilization, Chester Starr shows how the Greeks emerged form a Homeric world of individuals to the polis of 500 B.C. The age-old conflict between the self-serving demands of human beings and the less vocally-expressed needs of the community serves as the backbone of Starr's interdisciplinary analysis of the rise of the polis. (shrink)

A sequential, hierarchical stage model of empathy can account for a comprehensive range of empathic behaviors. We provide an illustrative table, “Stages of Empathy,” to demonstrate how increasingly complex empathic behaviors emerge at each stage, beginning with the infant's “automatic empathy” and ending with the advanced adult's “coconstruction of empathetic reality.”.

Rudolf Bultmann aimed to make the revelation of Jesus a reality for people in the present, but fell short of his objective. In Demythologizing Revelation, Chester O’Gorman picks up where Bultmann left off by demythologizing the Christ event through the philosophy of provocative thinker Slavoj Žižek.

Emotions play a prominent role in social life, yet the direct impact of emotions on behavior and judgment remains a point of disagreement. The current investigation used meta-analysis to test two theoretical perspectives. The emotion-as-direct-causation perspective asserts that current emotions guide behavior and judgment, whereas the emotion-as-feedback perspective asserts that anticipated emotions guide behavior and judgment. Although the emotion-as-direct-causation perspective was frequently tested, only 22% of tests were significant. Although the emotion-as-feedback perspective was rarely tested, 87% of tests were significant. (...) Our findings suggest that empirical evidence is weak for the default assumption that emotion is the proximal cause of behavior and judgment. Our preliminary findings also suggest that anticipated emotion reliably impacts social behavior and judgment. (shrink)

This article assesses undergraduate teaching students’ assertion that there are no right and wrong answers in teaching philosophy. When asked questions about their experiences of philosophy in the classroom for primary children, their unanimous declaration that teaching philosophy has ‘no right and wrong answers’ is critically examined across the three sub-disciplinary areas to which they were generally referring, namely, pedagogy, ethics, and epistemology. From a pedagogical point of view, it is argued that some teach­ing approaches may indeed be more effective (...) than others, and some pupils’ opinions less defensible, but pedagogically, in terms of managing the power relations in the classroom, it is counter-productive to continually insist on notions of truth and falsity at every point. From an ethical point of view, it is contended that anti-realist approaches to meta-ethics may represent a viable intellectual position, but from the point of view of normative ethics, notions of right and wrong still retain significant currency. From an epistemological point of view, it is argued using Karl Popper’s work that while it may be difficult to determine what constitutes a right answer, determining a wrong one is far more straightforward. In conclusion, it is clear that prospective teachers engaging in philosophy in the classroom, and also future teachers in general, require a far more nuanced philosophical understanding of the notions of right and wrong and truth and falsity. In view of this situation, if we wish to promote the effective teaching of philosophical thinking to children, or produce educators who can understand the conceptual limits of the claims they make and their very real and often serious practical and social consequences, it is recommended that philosophy be reinstated to a fundamental, foundational place within the pre-service teaching curriculum. (shrink)

This article assesses undergraduate teaching students’ assertion that there are no right and wrong answers in teaching philosophy. When asked questions about their experiences of philosophy in the classroom for primary children, their unanimous declaration that teaching philosophy has ‘no right and wrong answers’ is critically examined across the three sub-disciplinary areas to which they were generally referring, namely, pedagogy, ethics, and epistemology. From a pedagogical point of view, it is argued that some teach­ing approaches may indeed be more effective (...) than others, and some pupils’ opinions less defensible, but pedagogically, in terms of managing the power relations in the classroom, it is counter-productive to continually insist on notions of truth and falsity at every point. From an ethical point of view, it is contended that anti-realist approaches to meta-ethics may represent a viable intellectual position, but from the point of view of normative ethics, notions of right and wrong still retain significant currency. From an epistemological point of view, it is argued using Karl Popper’s work that while it may be difficult to determine what constitutes a right answer, determining a wrong one is far more straightforward. In conclusion, it is clear that prospective teachers engaging in philosophy in the classroom, and also future teachers in general, require a far more nuanced philosophical understanding of the notions of right and wrong and truth and falsity. In view of this situation, if we wish to promote the effective teaching of philosophical thinking to children, or produce educators who can understand the conceptual limits of the claims they make and their very real and often serious practical and social consequences, it is recommended that philosophy be reinstated to a fundamental, foundational place within the pre-service teaching curriculum. (shrink)