This paper argues that abortion access is an important subject for bioethics scholarship and reflects on the relationship between legal frameworks and access to care. The author uses the example of the United Kingdom to examine the benefits and limitations of abortion-permissive legal frameworks in terms of access. These are legal frameworks that enable the provision of abortion but subject to restrictions. An abortion-permissive regime—first in Great Britain and then in Northern Ireland—has gone some way to improving (...) access to care over time. However, aspects of the regime (that lead to its description as permissive rather than supportive of abortion) have the potential to endanger abortion access in the future and so legal reform is necessary. (shrink)

One of the least understood aspects of the world-wide “greening of markets” is the emergence of local “ethical marketplaces” and the subset of alternative business models described as “ethical businesses.” But previous research has demonstrated the ability of local politicians to encourage their regions toward more ethical marketplaces. This paper explores the impact radical centrist third party representation has on the emergence of ethical businesses across Great Britain. To understand this relationship, we utilize a novel data set of (...) organizations with membership in Ethical Junction, the United Kingdom's largest network for ethical businesses. We use a zero-inflated Poisson regression to model the connection, and find a meaningful relationship, between third-party political representation on British local councils and the presence of ethical businesses within local authorities. This presents an example of the way in which radical political change may be part of a wider social movement toward greening markets. (shrink)

Introduction. The problems of state and local governance in sparsely populated and rural areas is relevant for the Russian Federation due to the presence of depressed areas, depopulation of the countryside, small towns, monotowns, migration of the rural population to large cities, regional capitals, other regions and abroad. These processes are typical for many other modern states. Solving the problems of rural and sparsely populated areas includes providing socially significant services, protecting the health and safety of residents, developing education, creating (...) and maintaining social infrastructure, and creating jobs. The purpose of the article is to identify the most important management problems in rural and sparsely populated areas and reveal possible solutions to these problems using the example of Great Britain. Methods. The research is based on a systematic approach to management in rural and sparsely populated areas. Analysis of factual data, legal sources, published survey results, foreign Internet sources. Comparative analysis of problems and measures of state policy in different states. Scientific novelty of the research. The author highlights the current measures taken in the UK at the central, local levels in order to overcome the problems of rural and sparsely populated areas. These activities as a basis for developing practical recommendations may be important for solving similar problems in Russian regions, including in the context of the COVID-19 epidemic and economic problems in the near future. Results. As a result the author identifies problems in the field of management in rural and sparsely populated and hard-to-reach areas, as well as possible directions of state policy in the UK and Russia to overcome these problems. Conclusions. The most important direction of state policy for solving the problems highlighted in the study is the development of local interests of the community, the integration of state support measures and local events. As measures aimed at solving social and infrastructural problems of sparsely populated areas in the UK, one can single out government programs implemented at the national and regional levels with the participation of industrial enterprises and businesses, a grant mechanism for the implementation of financial support, combined with the empowerment of local communities. There is no such policy in Russia yet. (shrink)

The Plymouth Laboratory of the Marine Biological Association of the United Kingdom (1884) was founded in 1888. In addition to conducting morphological and other biological research, the founders of the laboratory aimed at promoting research in experimental zoology which will be used in this paper as a synonym for e. g. experimental embryology, comparative physiology or general physiology. This dream was not fully realized until 1920. The Great War and its immediate aftermath had a positive impact on the (...) development of the Plymouth Laboratory. The war greatly upset the operation of the Zoological Station in Naples and the ensuing crisis in its operations was closely related to the establishment of the physiological department in Plymouth in 1920. Two other key factors in the Plymouth story were the establishment of the Development Fund in 1909, which began contributing funds to the Plymouth Laboratory in 1912, and the patronage of the Cambridge zoologist George P. Bidder (1863-1954). This paper will focus on the combined influence of the Development Fund and Bidder on the development of the Plymouth Laboratory from around 1902 through the early 1920s, and the important role the laboratory played in promoting experimental zoology in Britain in the 1920s. (shrink)

There is a stark difference between American and British policy on embryo science and research cloning. The following survey of the discourse offered both in support of and in opposition to research cloning and embryo science in the United States and Great Britain will show that the same arguments were made in both countries. The fact that similar ethical argumentation occurred in environments where different policy was set is an indicator that current frames for ethical discourse on (...) embryonic stem cell research and human cloning do not effectively capture the debate in the form that politicians and possible consumers of services to be derived from embryo science face.The ethics surrounding embryo research and human cloning have been presented from virtually every possible viewpoint in all forms of medium. It is impossible to reprise every argument made on embryo science and research cloning; therefore, this survey will focus on some of the arguments made during the time leading up to the enactment of Great Britain's Human Fertilisation and Embryology Act of 1990 and the Human Fertilisation and Embryology regulations added to it in 2001. (shrink)

There is a stark difference between American and British policy on embryo science and research cloning. The following survey of the discourse offered both in support of and in opposition to research cloning and embryo science in the United States and Great Britain will show that the same arguments were made in both countries. The fact that similar ethical argumentation occurred in environments where different policy was set is an indicator that current frames for ethical discourse on (...) embryonic stem cell research and human cloning do not effectively capture the debate in the form that politicians and possible consumers of services to be derived from embryo science face.The ethics surrounding embryo research and human cloning have been presented from virtually every possible viewpoint in all forms of medium. It is impossible to reprise every argument made on embryo science and research cloning; therefore, this survey will focus on some of the arguments made during the time leading up to the enactment of Great Britain's Human Fertilisation and Embryology Act of 1990 and the Human Fertilisation and Embryology regulations added to it in 2001. (shrink)

This paper compares the results of large-scale U.S. and U.K. surveys designed to identify managers' major ethical concerns and to investigate how firms are formulating and communicating ethics policies responsive to these concerns.Our findings indicate some important differences between U.S. and U.K. firms in perceptions of what are important ethical issues, in the means used to communicate ethics policies, and in the issues addressed in ethics policies and employee training. U.K. companies tend to be more likely to communicate ethics policies (...) through senior executives, whereas U.S. companies tend to rely more on their Human Resources and Legal Departments. U.S. firms consider most ethical issues to be more important than do their U.K. counterparts, and are especially concerned with employee behavior which may harm the firm. In contrast, the issues which U.K. managers consider more important tend to be concerned with external corporate stakeholders rather than employees. (shrink)

Surveys and extens work that has been done in the past two years on 'tense logic' and is a sequel to the author's book, Time and Modality.

Since 1970 the United Kingdom, like the United States, has developed a “winner-take-all” political economy characterized by widening inequality and spectacular income growth at the top of the distribution. However, Britain’s centralized executive branch and relatively insulated policymaking process are less amenable to the kind of “organized combat” that Hacker and Pierson describe for the United States. Britain’s winner-take-all politics is better explained by the rise of political ideas favoring unfettered markets that, over time, produce (...) a self-perpetuating structural advantage for the richest. That advantage is, in turn, justified and sustained by reference to the same ideas. Inequality growth in the United Kingdom has been primarily driven by the financialization of the economy that began under the Thatcher government and continued under New Labour. The survival of pro-finance policies through the financial crisis provides further evidence that lobbying by a weakened City of London was less decisive in shaping policy than the financial sector’s continuing structural advantage and the tenacity of its supporting political consensus. (shrink)

The 2008 bailout is often taken as evidence of the domination of the US political system by large financial institutions. In fact, the bailout demonstrated the vulnerability of US banks to government pressure. Large banks in the United States could not defy regulators, because their future income depended on the US market. In Britain, by contrast, one bank succeeded in scuttling the preferred governmental solution of an industry-wide recapitalization, because most of its revenue came from outside the (...) class='Hi'>United Kingdom. This was an exercise of structural power, but one that most contemporary scholarship on business power ignores or misclassifies, since it limits structural power to the automatic adjustment of policy to the possibility of disinvestment. We show that structural power can be exercised strategically, that it is distinct from instrumental power based on lobbying, and that it explains consequential variations in bailout design in the United Kingdom, the United States, France, and Germany. (shrink)

Mill predicted that “[t]he Liberty is likely to survive longer than anything else that I have written … because the conjunction of [Harriet Taylor’s] mind with mine has rendered it a kind of philosophic text-book of a single truth, which the changes progressively taking place in modern society tend to bring out in ever greater relief.” Indeed, _On Liberty_ is one of the most influential books ever written, and remains a foundational document for the understanding of vital political, philosophical and (...) social issues. In addition to its many useful appendices, this new edition includes a chronology, bibliography, and a substantial introduction which outlines Mill’s life and works, and sets this central work of 1859 in the context of both his own intellectual development and of the play of ideas and political forces in Victorian society. (shrink)

It is recognised that the gap between rich and poor in Britain is widening faster than in any comparable country. This important issue is attracting increasing attention after long neglect. Economists and others concerned with problems linked with inequality are investigating factors contributing to the situation. Based on results of the first recent major research programme in this area, this book, first published in 1996, examines wealth distribution in the United Kingdom over the last two decades. Leading specialists (...) in the area tackle the problem from a wide variety of perspectives. Contributions include: the analysis of income distribution; the effects of greater female participation in the labour force; social security reform; and geographical variation at the national and local scale. Understanding the complexity of these factors is crucial to designing policies which can begin to cope with income inequalities. (shrink)

The original edition of this directory of professional codes of conduct in the United Kingdom was the first reference book to give information on more than a handful of codes. For the second edition the work has been greatly extended and revised, thereby reflecting both the ever-increasing number of codes and the ongoing interest in them. The main part of the book lists alphabetically nearly 500 UK organizations with codes in use, an increase of some 30 per cent on (...) the previous edition. Each entry gives the name, address, telephone and fax numbers of an organization and either reproduces its code verbatim (to make a total of about 200) or summarizes the content. Approximately 80 per cent of the codes or summaries have undergone changes since first publication. The comprehensive introduction looks at the development, scope and purpose of codes, recent trends and codes in an international context amongst other points, while the extensive index provides an easy and useful approach by topic. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in 1992, distributed (...) to 156 art teachers in Japan on their "real" curricula and compared them with syllabus samplers of nationally authorized textbooks. From 1993 to 1994, I studied in the United Kingdom the newly introduced National Curriculum and performed a survey on its impact on classroomteaching in 49 art departments in secondary schools, mostly in England. Since 1994, I have participated in a joint study project on craft education in secondary schools in Japan and Britain, in which 717 Japanese schools are cooperating via a questionnaire survey. The issues common to these surveys are how art teachers respond to the national standards in their own teaching practice, and what these responses suggest for the future development of this subject. This essay identifies survey findings in both countries, together with overviews on the systems and cultural factors affecting the state of Art and its implementation in curricula. Japan and the United Kingdom: An Overview Let us look briefly at the historical background of the national curricula in Japan and the United Kingdom. The education system in Japan was established by the central government and has maintained its unity. After World War II, a new national Course of Study was recommended but was not compulsory. But in the legislation of 1958, this Course of Study became binding and a new subject called "Technology and Home Economics" was introduced. A new term, "design" was adopted in Art, "craft" was removed, and the time allocated to Art was drastically reduced. In the 1969 revision, five main areas of Art study were established: drawing (painting), sculpture, design, craft, and art appreciation. In 1977, a recommended time allocation for each area in Art was eliminated, and the five areas were reorganized into two fields: "expression" and "appreciation." Between 1969 and 1977, lower secondary schools in Japan allotted two compulsory hours per week for Art in grades 7 and 8, one compulsory hour and one non-compulsory hour in grade 9. However, after the revisions of 1989 and 1998, the time allotted for Art has gradually decreased. [End Page 101]In the United Kingdom, different educational systems developed concurrently, and through political and ideological conflicts, the involvement of central government gradually grew until an integrated school system was established. 1 The National Curriculum, first introduced through the Education Act of 1988, clearly indicates Art as compulsory from Years 1 to 9 in state schools. 2 The Courses of Study in Japan are separated into primary, lower, and upper secondary levels, however, the consistency of Art as a subject is not as clear. 3 In England, the content is not differentiated into the areas of art, craft, and design, but is organized as a series of processes common to these areas including investigation, creation, and evaluation, based upon knowledge and understanding.The United Kingdom has no national system for authorizing textbooks, but the examination board syllabus for the General Certificate ofSecondary Education (GCSE), for example, has influenced the school curriculum. Art departments of each secondary school function as fairly independent entities, taking responsibility for curriculum and study resources. In Japan, in most cases, lower and upper secondary schools are separated, with only about one art teacher per school, which means improving the curriculum is determined by the efforts of the individual teacher in a limited environment.We also need to consider the cultural background. The United Kingdom has made a notable effort to incorporate a multicultural perspective, based upon the urgent recognition that the country has become a multi-ethnic society. There is also a growing awareness in Western societies that individual expression should be approved in relation to the culture of a given social group. In Japan, it has... (shrink)

This edition aims to make Margaret Cavendish’s most mature philosophical work more accessible to students and scholars of the period. _Grounds of Natural Philosophy_ is important not only because it is Cavendish’s final articulation of her metaphysics but also because it succinctly outlines her fundamental views on “the nature of nature”—or the base substance and mechanics of all natural matter—and vividly demonstrates her probabilistic approach to philosophical enquiry. Moreover, _Grounds_ spends considerable time discussing the human body, including the functions of (...) the mind, a topic of growing interest to both historians of philosophy and literary scholars. This Broadview Edition opens to modern readers a vibrant, unique, and provocative voice of the past that challenges our standard view of seventeenth-century English philosophy. (shrink)

In this important study, first published in 1989, Thomas Halper examines the policies and practices of the British National Health Services in treating kidney disease. Technological advances since the 1960s mean that end-stage renal disease, an otherwise fatal condition, can usually be treated successfully. In Britain, however, the availability of resources necessary for treatment has been limited in past years and many people have gone untreated. Professor Halper discusses a number of issues, both ethical and political, that arise from (...) having to choose who does and does not get treated. These issues include: the right to health care; the interaction between political demands, government agencies, and public policy; the promise of technology in a society where resources are scarce; and duties owed the individual by the community. The book draws on numerous personal accounts, often moving or unintentionally revealing, and should prove interesting to professionals and students with an interest in philosophy, health care, public health, public policy and British politics. (shrink)

The peculiar and particular manner in which freedom of religion is promoted and protected in the United Kingdom owes much to the nation’s history. This article offers a highly selective consideration of some of the incidents of history which have shaped or foreshadowed the lived reality of freedom of religion in Britain today. It traces key episodes over past centuries, crudely categorised as the Seven Ages of Religious Liberty.

This review essay examines the emergence of the patient narrative or “pathography” in the late eighteenth and early nineteenth century in relation to the great cultural, epistemological, and ethical transformations that enabled the formation of modern medicine. John Wiltshire’s book provides an historical overview of this complex process, as well as laying the basis for a contemporary critique of some of its key assumptions.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 101-107 [Access article in PDF] Art Education in Lower Secondary Schools in Japan and the United Kingdom This essay compares the system and practice of art education in Japan and the United Kingdom at the lower secondary school level. Three surveys on how art is taught form the basis of this research. I conducted the first survey in 1992, distributed (...) to 156 art teachers in Japan on their "real" curricula and compared them with syllabus samplers of nationally authorized textbooks. From 1993 to 1994, I studied in the United Kingdom the newly introduced National Curriculum and performed a survey on its impact on classroomteaching in 49 art departments in secondary schools, mostly in England. Since 1994, I have participated in a joint study project on craft education in secondary schools in Japan and Britain, in which 717 Japanese schools are cooperating via a questionnaire survey. The issues common to these surveys are how art teachers respond to the national standards in their own teaching practice, and what these responses suggest for the future development of this subject. This essay identifies survey findings in both countries, together with overviews on the systems and cultural factors affecting the state of Art and its implementation in curricula. Japan and the United Kingdom: An Overview Let us look briefly at the historical background of the national curricula in Japan and the United Kingdom. The education system in Japan was established by the central government and has maintained its unity. After World War II, a new national Course of Study was recommended but was not compulsory. But in the legislation of 1958, this Course of Study became binding and a new subject called "Technology and Home Economics" was introduced. A new term, "design" was adopted in Art, "craft" was removed, and the time allocated to Art was drastically reduced. In the 1969 revision, five main areas of Art study were established: drawing (painting), sculpture, design, craft, and art appreciation. In 1977, a recommended time allocation for each area in Art was eliminated, and the five areas were reorganized into two fields: "expression" and "appreciation." Between 1969 and 1977, lower secondary schools in Japan allotted two compulsory hours per week for Art in grades 7 and 8, one compulsory hour and one non-compulsory hour in grade 9. However, after the revisions of 1989 and 1998, the time allotted for Art has gradually decreased. [End Page 101]In the United Kingdom, different educational systems developed concurrently, and through political and ideological conflicts, the involvement of central government gradually grew until an integrated school system was established. 1 The National Curriculum, first introduced through the Education Act of 1988, clearly indicates Art as compulsory from Years 1 to 9 in state schools. 2 The Courses of Study in Japan are separated into primary, lower, and upper secondary levels, however, the consistency of Art as a subject is not as clear. 3 In England, the content is not differentiated into the areas of art, craft, and design, but is organized as a series of processes common to these areas including investigation, creation, and evaluation, based upon knowledge and understanding.The United Kingdom has no national system for authorizing textbooks, but the examination board syllabus for the General Certificate ofSecondary Education (GCSE), for example, has influenced the school curriculum. Art departments of each secondary school function as fairly independent entities, taking responsibility for curriculum and study resources. In Japan, in most cases, lower and upper secondary schools are separated, with only about one art teacher per school, which means improving the curriculum is determined by the efforts of the individual teacher in a limited environment.We also need to consider the cultural background. The United Kingdom has made a notable effort to incorporate a multicultural perspective, based upon the urgent recognition that the country has become a multi-ethnic society. There is also a growing awareness in Western societies that individual expression should be approved in relation to the culture of a given social group. In Japan, it has... (shrink)

Between 1940 and 1960, the British Government became increasingly concerned with the welfare of students coming to Britain from the dependent territories of the Commonwealth. The reasons were political, cultural, and economic. This essay traces the transition of official attitudes, from modest promotion to active policy. With the coming ‘end of Empire’, Britain chose a role that combined cooperation with the Commonwealth with future membership in the European community.