War After September 11 considers the just aims and legitimate limits of the United States' response to the terrorist attacks of September 11, 2001.

The title of this presentation may suggest that the subject is homocystinuria. It is not. Rather, the subject is how our epistemology influences our concept of disease, which in turn determines our ability to help patients.

Using student self-reported cheating admissions and answers from a hypothetical cheating scenario, this paper analyzes the effects of individual and situational factors on potential cheating behavior. Results confirm several conclusions about student factors that are related to cheating. The probability of cheating is associated with younger students, lower GPAs, alcohol consumption, fraternity/sorority membership, and having cheated in high school. Student perceptions of the certainty and severity of punishment appear to have a negative and significant impact on the probability of cheating (...) on in-class assignments. Students who report a belief that cheating is never acceptable appear to be significantly less likely to cheat in any circumstance. This study illustrates the context-dependent nature of academic dishonesty, and the associated difficulty in understanding the relationships between measurable factors and cheating behavior. (shrink)

The article considers the nature of legalistic, or formal, conceptions of the rule of law, focusing particularly on the work of Joseph Raz and Albert Venn Dicey. It asks how such apparently narrow conceptions are generated, and how far they can resist including broader social claims. It concludes that the rationale behind legalistic conceptions compels them to address issues of poverty and the literacy of the law's subjects. However, legalistic conceptions of the rule of law can still avoid sliding into (...) the wider non‐legalistic models advanced by writers such as T. R. S. Allan. (shrink)

There is an error in the completeness proof for the {λ, =} part of FOIL-K. The error occurs in Section 4, in the text following the proof of Corollary 4.7, and concerns the definition of the interpretation I on relation symbols. Before this point in the paper, for each object variable v an equivalence class v has been defined, and for each intension variable f a function f has been defined. Then the following definition is given for a relation symbol (...) P : v1, v2, . . . , f1, f2, . . . ∈ I(P )(Γ) just in case there are w1, w2, . . . in d(Γ) with wi ∈ vi such that P (w1, w2, . . . , f1, f2, . . .) ∈ Γ. It was pointed out by Torben Brauner that we could have f1 and g1 being the same function, but also have P (w1, w2, . . . , f1, f2, . . .) ∈ Γ without having P (w1, w2, . . . , g1, f2, . . .) ∈ Γ. Our solution is to modify the definition of the model, rather artificially, so that if f and g are the same function, then f and g are syntactically the same intension variable. This is done as follows. First, arbitrarily choose some object variable w, and its corresponding equivalence class w. For each intension variable f we define a disambiguation world ˆ. (shrink)

As rector of the Gymnasium at Nuremburg between 1808 and 1811, Hegel attempted to introduce his young students to his system of philosophy in courses spread over three years. Karl Rosenkranz edited Hegel’s course notes and published the results under the title, Philosophische Propaedeutic in his 1840 edition of Hegel’s collected works. English translations of portions of the Propaedeutic by W. T. Harris were published in the 1860’s in The Journal of Speculative Philosophy and have since appeared in Jacob Loewenberg’s (...) Hegel Selections. A. V. Miller has now reworked and completed Harris’s translation on the basis of subsequent, somewhat expanded German editions. The editors introduce the volume with a helpful account of Hegel’s pedagogical practice and his thoughts about how to introduce philosophy to young students of high school age. They have wisely ignored the chronological ordering of the most recent German edition. Instead, they present the courses in the order in which Hegel taught them, hoping thereby to provide a short, but comprehensive introduction to Hegel’s system in the very form and format he employed himself. (shrink)