INTRODUCTION. 1. THE THEATRE. 1. In olden time the Arabian desert was, as it is at this da)7, the roaming-ground of independent Bedouin tribes. ...

Asian Texts -- Asian Contexts helps bring Asian philosophy and religion into wider classroom consideration by giving nonspecialists entree to primary texts from ...

BackgroundThe ARRIVE (Animal Research: Reporting of In Vivo Experiments) guidelines are widely endorsed but compliance is limited. We sought to determine whether journal-requested completion of an ARRIVE checklist improves full compliance with the guidelines.MethodsIn a randomised controlled trial, manuscripts reporting in vivo animal research submitted to PLOS ONE (March–June 2015) were randomly allocated to either requested completion of an ARRIVE checklist or current standard practice. Authors, academic editors, and peer reviewers were blinded to group allocation. Trained reviewers performed outcome adjudication (...) in duplicate by assessing manuscripts against an operationalised version of the ARRIVE guidelines that consists 108 items. Our primary outcome was the between-group differences in the proportion of manuscripts meeting all ARRIVE guideline checklist subitems.ResultsWe randomised 1689 manuscripts (control: n = 844, intervention: n = 845), of which 1269 were sent for peer review and 762 (control: n = 340; intervention: n = 332) accepted for publication. No manuscript in either group achieved full compliance with the ARRIVE checklist. Details of animal husbandry (ARRIVE subitem 9b) was the only subitem to show improvements in reporting, with the proportion of compliant manuscripts rising from 52.1 to 74.1% (X2 = 34.0, df = 1, p = 2.1 × 10−7) in the control and intervention groups, respectively.ConclusionsThese results suggest that altering the editorial process to include requests for a completed ARRIVE checklist is not enough to improve compliance with the ARRIVE guidelines. Other approaches, such as more stringent editorial policies or a targeted approach on key quality items, may promote improvements in reporting. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hope Draped in Black: Decolonizing Utopian StudiesCaroline Edwards (bio)What does utopian studies have to learn from critical race theory, Black studies, and ideas of Black futurity? While utopian scholars have begun unpicking the colonial entanglements of utopianism’s origins (particularly as a literary genre grounded in pelagic crossings to the New World that have advocated slavery, extractivism, and eugenics to name a few notable examples across the utopian canon), few, (...) if any, have incorporated the perspectives, aesthetics, and theoretical work of Black scholars themselves.1 The following are a few brief remarks organized around keywords (in a nod to Raymond Williams, a fierce advocate of utopian thinking) that attempt to sketch an answer to these questions, with a focus on my own area of utopian study: utopian literary and cultural production in the contemporary period.ProgressWe might start by considering the literary utopia’s most prolific period, from roughly 1880 to 1915. In a deluge of utopian narratives, many of them penned by amateur writers, we find the emergence of a genre that is thoroughly [End Page 498] rooted in industrialized progress. Whatever their perspective on capitalism and waged labor, these works privilege advanced industrialization as the primary means to eliminate poverty and disease, thereby liberating workers into automated futures of post-scarcity abundance. Examples include Edward Bellamy’s highly rationalized system of pneumatic delivery (Looking Backward: 2000–1887 [1888]), Mary E. Bradley Lane’s chemical production of food from waste products (Mizora: A World of Women [1890] 1999), H. G. Wells’s titanic hydro-powered engineering (Men Like Gods [1923]), Edward Bulwer Lytton’s lithic limitless energy, Vril (The Coming Race [1871]), or the ubiquitous electricity that powers Elizabeth Burgoyne Corbett’s clean city (New Amazonia: A Foretaste of the Future [1899] 2011), Alice Ilgenfritz Jones and Ella Marchant’s advanced Martian society (Unveiling a Parallel: A Romance [1893]), and Alexander Bogdanov’s advanced scientific culture on the red planet (Красная звезда [Red Star (1908) 1984]). Indeed, many notable dystopian novels begin with the same premise of highly automated societies that focus, rather, on the awfulness of life without purpose (Anna Bowman Dodd’s The Republic of the Future; Or, Socialism a Reality [1887], E. M. Forster’s “The Machine Stops” [1909], Kurt Vonnegut’s Player Piano [1952]). While they are far from uncritical of the telos of historical progress (most of the works highlight the class and gender inequalities of their own time), utopian novels in this period tend to view the utopian process as one of harnessing historical progress in a more equitable direction; they rarely question the Hegelian premise that history moves through contradictory forces in a dialectical series of stages.In his 2016 book Hope Draped in Black, Joseph R. Winters explores the lasting damage that ideas of historical progress have wrought on Black writers, artists, and thinkers. While notions of racial uplift are loaded with a linear narrative of Black progress such conceptions, he writes, “are mediated by melancholy, loss, and a recalcitrant sense of tragedy” (6–7). Building on Adorno and Horkheimer’s landmark critique in Dialectic of Enlightenment (1944) as well as the works of W. E. B. Du Bois, Winters notes thatmodern notions of progress and freedom are inherently flawed and problematic because they rely on and are intertwined with practices and conditions—capitalism, colonial expansion, racial hierarchies, endeavors, and incentives to usurp and possess that earth—that are harmful to non-Europeans, working-class bodies, women, and other groups.(2016, 8) [End Page 499]Examining the relationship between melancholy and hope in Black literary and aesthetic traditions, Winters explores how writers such as Toni Morrison and Ralph Ellison incorporate jazz into their works, using its discordant, improvisational structures to imagine time out of joint (the Derridean deferral of justice announced by the arrival of the specter of old King Hamlet, who returns) (Derrida 1994). Here, Winters writes, “the past can always haunt and disturb the present [so that] the present is always a site of potential breaks and ruptures that can signify both dislocation and pain as well as novelty and possibility” (2016, 25). If we are to contemplate the almost overwhelming task of decolonizing utopian studies, then... (shrink)

The Nature of God explores a perennial problem in the philosophy of religion. Drawing upon developments in philosophy, most notably those in philosophical logic, Edward R. Wierenga examines the traditional divine attributes of omnipotence, omniscience, eternity, timelessness, immutability, and goodness. His philosophically defensible formulations of the nature of God are in accord with the views of classical theists. The author provides an account of each of the divine attributes by stating in contemporary terms what such classical theists as Augustine, (...) Anselm, and Aquinas wrote about the nature of God; he then seeks to determine whether one can defend the ascription of traditional divine attributes to God against philosophical objections. Clearly written and comprehensive, The Nature of God contains a wealth of illuminating and original material on a central topic in the philosophy of religion. (shrink)

The Nature of God explores a perennial problem in the philosophy of religion.

In this article we propose a philosophical critique of two general, but not exhaustive, approaches to gender studies in sport, namely gynocentric feminism and humanist feminism. We argue that both approaches are problematic because they fail clearly to distinguish or articulate their epistemological and ideological commitments. In particular, humanist feminists articulate the human condition using the sex/gender dichotomy, which fails to account adequately for gendered subjectivity. For them gender difference is a contingent feature of humanity developed through socialisation. As a (...) result, it seems that what humanist feminists regard as women in their natural ?state? is in itself ideological. The generic ?human? condition is by no means a neutral condition but rather an idea tarnished by gender history characterised by the masculine. Consequently, humanist feminists uncritically argue for inclusion in sport, with access to an equal share of the human goods available, without carefully problematising the ideological nature of the practice. Gynocentric feminists also subscribe to the sex/gender dichotomy, suggesting however, that gender subjectivity is the result of a biological imperative. For gynocentric feminists, sexual difference provides authority for adjudicating between a separate and different male and female epistemology. Accordingly, gynocentric feminists commit the genetic fallacy by condemning sport to a masculine activity and therefore incompatible with feminine value in light of its male ancestry. ?Soft? gynocentrism does not fully sanction a conception of sport which allows only traditionally female values to flourish, or at least the reason for celebrating such sports would focus upon the goods and values therein. In other words, the value of the practice for either men or women is to be found, following MacIntyre (1985), in the internal goods that characterise the particular practice. Such internal goods are, as MacIntyre argues, goods of the practice and do not belong to any particular gender or group. (shrink)

It is proposed that the Darwinian theoretical approach and account of living systems has not yet been clearly given. A first approximation to this is attempted, focussing on behavior in evolving environments. A theoretical terminology is defined emphasizing the mutuality of organism and environment and the existence of biologically theoretical entities.

Hintikka has criticized psychologists for "hasty epistemologizing," which he takes to be an unwarranted transfer of ideas from psychology (a discipline dealing with questions of fact) into epistemology (a discipline dealing with questions of method and theory). Hamlyn argues, following Hintikka, that Gibson's theory of perception is an example of such an inappropriate transfer, especially insofar as Hamlyn feels Gibson does not answer several important questions. However, Gibson's theory does answer the relevant questions, albeit in a new and radical way, (...) which suggests that the alleged distinction between psychology and epistemology is suspect. In fact, contrary to Hintikka and Hamlyn's claims, Gibson's theory of perception appears to be a valuable source of epistemological as well as psychological ideas. (shrink)

This book aims to provide scientists and engineers, and those interested in scientific issues, with a concise account of how the nature of scientific knowledge evolved from antiquity to a seemingly final form in the Twentieth Century that now strongly limits the knowledge that people would like to gain in the Twenty-first Century. Some might think that such issues are only of interest to specialists in epistemology (the theory of knowledge); however, today's major scientific and engineering problems--in biology, medicine, environmental (...) science, etc.--involve enormous complexity, and it is precisely this complexity that runs up against the limits of what is scientifically knowable. To understand the issue, one must appreciate the radical break with antiquity that occurred with the birth of modern science in the Seventeenth Century, the problems of knowledge and truth engendered by modern science, and the evolution of scientific thinking through the Twentieth Century. While originally aimed at practicing scientists and engineers, it is my hope that this book can provide a generally educated person with a basic understanding of how our perspective on scientific knowledge has evolved over the centuries to escape pre-Galilean commonsense thinking. Such an appreciation is not only beneficial for one's general education, but is important for non-scientists who must teach young students or make policy decisions in government or business. (shrink)

Instead of investigating the interference between two stationary, rectilinear wave functions in a trajectory representation by examining the trajectories of the two rectilinear wave functions individually, we examine a dichromatic wave function that is synthesized from the two interfering wave functions. The physics of interference is contained in the reduced action for the dichromatic wave function. As this reduced action is a generator of the motion for the dichromatic wave function, it determines the dichromatic wave function’s trajectory. The quantum effective (...) mass renders insight into the behavior of the trajectory. The trajectory in turn renders insight into quantum nonlocality. (shrink)

The additional information within a Hamilton–Jacobi representation of quantum mechanics is extra, in general, to the Schrödinger representation. This additional information specifies the microstate of \ that is incorporated into the quantum reduced action, W. Non-physical solutions of the quantum stationary Hamilton–Jacobi equation for energies that are not Hamiltonian eigenvalues are examined to establish Lipschitz continuity of the quantum reduced action and conjugate momentum. Milne quantization renders the eigenvalue J. Eigenvalues J and E mutually imply each other. Jacobi’s theorem generates (...) a microstate-dependent time parametrization \ even where energy, E, and action variable, J, are quantized eigenvalues. Substantiating examples are examined in a Hamilton–Jacobi representation including the linear harmonic oscillator numerically and the square well in closed form. Two byproducts are developed. First, the monotonic behavior of W is shown to ease numerical and analytic computations. Second, a Hamilton–Jacobi representation, quantum trajectories, is shown to develop the standard energy quantization formulas of wave mechanics. (shrink)

This paper introduces a four-stage ethical learning model that we posit will augment the evaluation of the effectiveness of business ethics education. Using the Ignatian (Jesuit, Catholic) methodologies of self-reflection and discernment, comments by 195 undergraduate and graduate students enrolled in an American university regarding the relationship between ethical attitudes and business conduct are examined before and after completing a business ethics course. Results suggest that ethics education can 1) raise students’ ethical awareness, and 2) shift ethical attitudes in either (...) positive or negative directions, thus supporting the existence of levels of ethical understanding that our learning model proposes. Methodological challenges for current and future evaluation of the effectiveness of ethics education, including enhancement of the generalizability of findings across international borders, are considered. Several implications for linking business ethics education with the conduct and climate of business practice are also discussed. (shrink)

This chapter contains sections titled: Works cited.

This paper introduces a four-stage ethical learning model that we posit will augment the evaluation of the effectiveness of business ethics education. Using the Ignatian (Jesuit, Catholic) methodologies of self-reflection and discernment, comments by 195 undergraduate and graduate students enrolled in an American university regarding the relationship between ethical attitudes and business conduct are examined before and after completing a business ethics course. Results suggest that ethics education can 1) raise students’ ethical awareness, and 2) shift ethical attitudes in either (...) positive or negative directions, thus supporting the existence of levels of ethical understanding that our learning model proposes. Methodological challenges for current and future evaluation of the effectiveness of ethics education, including enhancement of the generalizability of findings across international borders, are considered. Several implications for linking business ethics education with the conduct and climate of business practice are also discussed. (shrink)

On January 1, 2006, Medicare Part D prescription drug coverage was initiated. Concern was immediately voiced by the American Association of Retired Persons (AARP) and Families USA that, in response to this program, the pharmaceutical industry may raise prices for drugs most often used by the elderly. This article examines the ethical implications of a revenue-maximizing pricing strategy in an industry in which third party financing mitigates an end product's true cost to the user. The perspectives of three stakeholder groups (...) are examined: the elderly, as consumers of prescription drugs, the pharmaceutical industry, as product manufacturer and beneficiary of derived profits, and the total U. S. population, as the ultimate payer for the program via tax revenues. Key questions explored include the relationships among price strategy and access to drugs at both the micro (Medicare cohort) and macro (total population) levels, and on drug development or enhancement. The role of profit in a capitalism-based health care system is also examined. Hospital industry impact on these same stakeholder groups in response to the original 1965 Medicare law is used to compare and contrast possible outcomes of the new drug program. It is predicted that pharmaceutical firms will mimic the hospital industry, adopting a price maximizing strategy for drugs covered by the program. In the process, a utilitarian effect occurs: the benefits of increased access and diffusion of drugs counterbalance inequities in financing Medicare Part D. (shrink)

In the Incoherence of the Philosophers, Abu Hamid al-Ghazali leveled a critique against twenty propositions of the Muslim peripatetic philosophers, represented chiefly by al-Farabi and Ibn Sina. In the Fourth Discussion of this work, he rejects their claim to having proven the existence of God. The proof to which he objects is none other than the famous ‘argument from contingency.’ So why did the eminent theologian of Islamic orthodoxy reject an argument for God’s existence that ultimately became so historically influential? (...) I will show that the real targets of Ghazali’s objection are the philosophers’ doctrine of the pre-eternity of the world, and their denial of divine attributes. These two issues are linked in such a way that, only if the philosophers’ argument regarding the divine essence is sound, would they be able to prove that He exists while holding to the doctrine of the world’s pre-eternity. (shrink)

The impact of business ethics education on socially responsible practitioner behavior is not a new concern. A sizable extant literature base questions pedagogies used and outcomes achieved by the few early studies done in this area. Ensuing research has not produced definitive answers; measurement, methodological, and generalizability issues are prevalent due to the fragmented nature of most work. Given little pre-existing structure, an empirically-based model is needed which both sheds more awareness on the ethics education-business conduct relationship and quantifies the (...) degree of change that the education caused. This study operationalizes a multi-level ethical learning model. Using a survey administered at the start and end of an MBA ethics course,subsequent exploratory factor analysis, a matched t-test of pre and post-course mean scores, and an effect size calculation utilizing the Cohen’s d statistic, the existence of varying degrees of change in ethical outlook after formal ethics education is supported. Model enhancements and the potential for longitudinally following ethical learning from the classroom to the workplace are discussed. (shrink)

Abstract.To suppose the possibility of dialogue between theology and science is to suppose that theology is an intellectually worthy partner to engage in dialogue with science. The status of theology as a discipline, however, remains contested, one sign of which is the absence of theology from the university. I argue that a healthy theology‐science dialogue would benefit from the presence of theology as an academic discipline in the university. Theology and theologians would benefit from the much closer contact with university (...) disciplines, including the sciences. The university and the sciences would benefit from the presence of theology, providing a department of ultimate concern, where big questions may be asked and ideologies critiqued. A university theology would need to meet standards of academic integrity. (shrink)

How does one become an effective teacher? What can be done to stem high attrition rates among beginning teachers? While many teachers are left to ‘sink or swim’ in their first year—learning by trial and error, there remain a number of outstanding examples of collaboration and collegiality in teacher induction programs. Analysis of the most exemplary teacher induction programs from Australia, Britain, Canada, France, Germany, Japan, New Zealand and the United States revealed common attributes and exceptional features. The most successful (...) teacher induction programs reported here include opportunities for experts and neophytes to learn together in a supportive environment promoting time for collaboration, reflection and acculturation into the profession of teaching. Furthermore, several practices unique to specific regions were highlighted. These included extended internship programs, specially trained mentors, comprehensive inservice training and reduced teaching assignments for beginning teachers with an emphasis on assistance rather than assessment. (shrink)

The impact of business ethics education on socially responsible practitioner behavior is not a new concern. A sizable extant literature base questions pedagogies used and outcomes achieved by the few early studies done in this area. Ensuing research has not produced definitive answers; measurement, methodological, and generalizability issues are prevalent due to the fragmented nature of most work. Given little pre-existing structure, an empirically-based model is needed which both sheds more awareness on the ethics education-business conduct relationship and quantifies the (...) degree of change that the education caused. This study operationalizes a multi-level ethical learning model. Using a survey administered at the start and end of an MBA ethics course,subsequent exploratory factor analysis, a matched t-test of pre and post-course mean scores, and an effect size calculation utilizing the Cohen’s d statistic, the existence of varying degrees of change in ethical outlook after formal ethics education is supported. Model enhancements and the potential for longitudinally following ethical learning from the classroom to the workplace are discussed. (shrink)