Unlike many of his contemporaries John Henry Newman was comfortable with evolution. Newman had also, of course, thought deeply about religion. When, in the late 1850s and early 1860s, he began speculating about the nature of reality he saw the need to combine a scientific understanding of the physical universe with a Christian understanding of the human person. The Notes he left about this difficult topic are hard to make sense of. This book presents a readable version of the (...) Notebook and locates them in the cultural and intellectual context of the age. (shrink)

The scientific study of consciousness in the late 19th century, which took place in Western countries across disciplines such as neurology, physiology, neuropathology, psychology, psychiatry and philosophy, appears to have striking parallels to current crossdisciplinary developments in the neurosciences. The 19th century period, however, has received little scholarly attention from historians of medicine, psychology, or science. Historians of depth psychology have investigated the area as part of the history of psychiatry, but cleaved most closely to the versions presented by early (...) psychoanalysts- turned-historians, who have consistently portrayed Freud as the only legitimate history of the period, thus marking the territory of the late 19th century as inherently Freudo-centric. More recently a new line of historiography emanating from the work of the late Henri Ellenberger has launched a post-Freudian perspective in which the classical depth psychologies of Freud, Jung, and Adler may now be understood in a wider and deeper historical context defined by the development of a so-called French, Swiss, English, and American psychotherapeutic axis between 1881 and 1918, before the advent of psychoanalysis. Chief among the prime movers of this axis was Frederic William Henry Myers, graduate of Cambridge University, and co-founder of the Society for Psychical Research in England in 1882. Myers' grasp of the literature of the day regarding the scientific study of consciousness was both profound, and highly influential, particularly on such figures as William James. Since the period itself has yet to be fully reconstructed, the identity of Myers and his contribution to the scientific study of consciousness remain obscure, but are also receiving new attention in the area of modern consciousness studies. (shrink)

Since the 1940s the Draize test had been the standard test applied to any substance that might conceivably get into a human eye. The Draize test involved immobilizing fully conscious rabbits in stocks so that they could not scratch their eyes, and then applying the substance to one eyeball of each rabbit. The eyeballs were examined at intervals of, for example, 24, 48, and 72 hours, and graded for damage such as blindness or blistering. In 1980 Henry Spira launched (...) a campaign against the Draize test. By taking out full-page ads asking Revlon why it was blinding rabbits for the sake of beauty, he persuaded that company to donate $750,000, over 3 years, to a search for alternatives to the Draize test. Other leading cosmetics corporations soon followed suit. By 1982 there were signs that progress was being made. In July of that year Revlon reported that it had established a panel to ensure that unnecessary Draize tests are not performed, and as a result it had cut back the number of rabbits it used annually in the Draize test from 2,210 in 1979 to 1,431 in 1981. Avon adopted a policy of always using local anaesthetics if there was any anticipated discomfort for the animals. Bristol-Myers said that it was using fewer animals than had been used in the classical Draize test. All three of the companies were continuing to contribute substantial sums to research programs designed to find alternatives to the Draize test. (shrink)

This, the third edition of Fundamentals of Experimental Design, has five added chapters - those on regression (Chapters 12, 14, and 15), multivariate analysis (Chapter 18), and the matrix algebra appropriate to the level of presentation of this material (Chapter 13). I have noted in the preface other additions in this third edition. The added material should enhance the value of the book as a textbook and a reference. Given these additions, however, alternative approaches in using the current edition as (...) a textbook may merit consideration. It may help to note that Chapters 16 and 17 (analysis of covariance, trend analysis) do not depend on the material in Chapters 12 through 15, although the student should know something about simple linear regression to be able to understand fully the material in Chapters 16 and 17. In any event, the instructor who wants to teach only the material in the first two editions can do so by dropping the added chapters - 12 through 15, and 18 - from the syllabus. (shrink)