Christian Non-Resistance (1846) is the major philosophical statement by the nineteenth-century theorist of nonviolence, Adin Ballou. Ballou argued that the Biblical injunction "resist not evil" should be understood as "resist not personal injury with personal injury." While prohibiting the injury of any person under any provocation whatsoever, Ballou taught that Christians have a duty to resist, oppose, or prevent evil by all uninjurious means, including the use of "uninjurious benevolent force." He believed that this would allow (...) a community to adopt non-resistant principles while still maintaining public safety and order. Once dismissed as a relic of the naive and sentimental optimism of pre-Civil War America, Christian Non-Resistance is now recognized as an important contribution to the theory of nonviolent resistance. Ballou's combination of the utmost moral resistance to evil with the uninjurious physical restraint of evildoers provides a conceptually simple, flexible approach to the problem of resisting evil without becoming evil oneself. This edition contains the essay "Christian Non-Resistance in Extreme Cases" (1860), in which Ballou takes up a type of challenge often put to pacifists: "Suppose a robber attacks you in some lonely place on the highway? Suppose you and your family are attacked by a gang who design to commit rape, robbery and murder? How can the downtrodden peoples of the earth ever gain their liberty without fighting to the death against their tyrants?"". (shrink)

Haḳdmat ha-ʻorekh -- Le-harim et ha-shamayim -- Ḥalomot gedolim -- Zeman -- Torah -- Tefilah -- Teshuvah -- Ḥinukh -- Yaḥid ṿe-yaḥad -- Ahavat Yiśraʼel -- Ḥerut ṿe-ḥitḥadshut -- Galut ṿe-Geʼulah -- Adam ṿe-ʻolam -- Ish ha-maʻalah.

The Erez Series, A Concise Guide to Mahshava contains an anthology of passages that address profound questions that have challenged the greatest minds throughout Jewish history. We focus not only on the content of the passages and descriptions of events, but on responses to questions such as: Why? What is the meaning of this? Much of the material brought here relates to the content of the other books in this series, but this volume also contains a selection of various problems (...) and responses to general questions relating to the nation and the individual, to life, fate, and purpose. Essentially, one will find here a series of meditations and contemplations that are relevant to anyone insofar as he contemplates his own humanity. The book draws from the writings of many authors that relate, each in their own way, to these essential questions. The array of sources includes works composed since the time of the Sages, beginning approximately in the eighth century, until the twentieth century. One will also find here thoughts and ideas from people who lived more recently, up to the present day. Features: Carefully curated sources from the wide variety of Jewish approaches Summaries and explanations that distill complex concepts Concise biographies of the great thinkers of Jewish history Aphorisms and poetry that add layers of meaning English bibliography - delve further into texts that pique your curiosity Full integration with other Concise Guide volumes The Erez Series is comprised of the Concise Guides to the full gamut of Jewish thought, from the Torah to modern halakha (Jewish law) and Mahshava (Jewish philosophy). The late Rabbi Adin Even Israel Steinsaltz zt"l was one of the leading thinkers of the modern age and the most prolific author of Jewish thought and commentary since the middle ages. The Erez Series distills the essence of 4 of the principal schools of the Jewish tradition Torah, the Sages (Hazal), Halakha, and Mahshava as a tool for review or introduction to the world of Jewish thought. (shrink)

Providing a concise definition of hope is challenging. Psychologists alone have proposed 26 theories of hope and 54 definitions thereof. The difficulty of finding a universal definition of hope was summed up by the philosopher Joseph Godfrey who admitted, "I'd rather have hope than be able to define it". Part of the problem is that the concept is the object of scrutiny across many different scholarly disciplines, each of which have their own, sometimes divergent, methodologies and interests in the concept. (...) Notwithstanding these idiosyncrasies, many of the respective disciplines, if not all, have the potential to improve the understanding of... (shrink)

The importance of public confidence in scientific findings and trust in scientists cannot be overstated. Thus, it becomes critical for the scientific community to focus on enhancing the strategies used to educate future scientists on ethical research behaviors. What we are lacking is knowledge on how faculty members shape and develop ethical research standards with their students. We are presenting the results of a survey with 3,500 research faculty members. We believe this is the first report on how faculty work (...) with and educate their PhD students on basic research standards. Specifically, we wanted to determine whether individual faculty members, who are advisors or mentors, differ in how they implemented components of responsible conduct of research (RCR) with their PhD students. Mentors were more likely than advisors or supervisors to report working with all of their PhDs, who graduated in the last 5 years, on the 17 recognized critical components of RCR training and research skill development. We also found about half of the faculty members believe RCR is an institutional responsibility versus a faculty responsibility. Less than a quarter have had opportunities to participate in faculty training to be a better mentor, advisor, or research teacher, and about one third of faculty did not or could not remember whether they had guidelines related to their responsibilities to PhD students. We discuss the implications of our findings and focus on ways that PhD research mentoring can be enhanced. (shrink)

Le...rabi Shneʼor Zalman Meliyadi baʻal ha-tania ṿeha-shulḥan ʻarukh.

Technological advances in veterinary medicine have produced considerable progress in the diagnosis and treatment of numerous diseases in animals. At the same time, veterinarians, veterinary technicians, and owners of animals face increasingly complex situations that raise questions about goals of care and correct or reasonable courses of action. These dilemmas are frequently controversial and can generate conflicts between clients and health care providers. In many ways they resemble the ethical challenges confronted by human medicine and that spawned the creation of (...) clinical ethics committees as a mechanism to analyze, discuss, and resolve disagreements. The staff of the North Carolina State University Veterinary Hospital, a specialty academic teaching institution, wanted to investigate whether similar success could be achieved in the tertiary care veterinary setting. We discuss the background and rationale for this method, as well as the approach that was taken to create a clinical ethics committee. (shrink)

The recommendations, during the past 20 years, to improve PhD scientific training and graduate school success, have focused on the significance of mentoring. It is well established that PhD students with mentors have significantly more success in graduate school as demonstrated by publishing papers before they graduate and by making presentations. Have faculty and academic institutions embraced the mentoring role? This study explores the views of 3,500 scientists who have primary responsibilities to educate PhD and MD/PhD students. Faculty members report (...) they are more likely to prefer being viewed as advisors (54 %) than mentors (38 %). Through an examination of perceptions about specific responsibilities of advisors and mentors, faculty members provide a description of their culture and the expectations they have about themselves and others. One would expect that because mentoring requires additional time and involvement that faculty would report differences between advising and mentoring. However, faculty members perceive few differences between advisors and mentors. We examine the implications of these findings. Future scientists need to be confident their education includes the opportunity to acquire the best possible research skills. To develop advisors who have the ability to provide this training, the process begins by defining role expectations and responsibilities and preparing advisors to interact with doctoral students in ways comparable to mentors. We expect faculty members to know how to teach and how to mentor; yet, we rarely discuss how to develop and shape the necessary skills of advisors so, that they more closely resemble those of mentors. (shrink)

Objectives: To report the attitudes and opinions of subjects in US clinical trials about whether or not, and why, they should receive post-trial access (PTA) to the trial drug, care and information. Design: Focus groups, short self-administered questionnaires. Setting: Boston, Dallas, Detroit, Oklahoma City. Participants: Current and recent subjects in clinical trials, primarily for chronic diseases. Results: 93 individuals participated in 10 focus groups. Many thought researchers, sponsors, health insurers and others share obligations to facilitate PTA to the trial drug, (...) if it benefited the subject, or to a therapeutic equivalent. Some thought PTA obligations include providing transition care (referrals to non-trial physicians or other trials, limited follow-up, short-term drug supply) or care for long-term adverse events. Others held, in contrast, that there are no PTA obligations regarding drugs or care. However, there was agreement that former subjects should receive information (drug name, dosage received, market approval date, long-term adverse effects, trial results). Participants frequently appealed to health need, cost, relationships, reciprocity, free choice and sponsor self-interest to support their views. Many of their reasons overlapped with those commonly discussed by bioethicists. Conclusion: Many participants in US trials for chronic conditions thought there are obligations to facilitate PTA to the trial drug at a “fair” price; these views were less demanding than those of non-US subjects in other studies. However, our participants’ views about informational obligations were broader than those of other subjects and many bioethicists. Our results suggest that the PTA debate should expand beyond the trial drug and aggregate results. (shrink)