In this essay I will argue for the existence of a Bolshevik Center, which coordinated the activities of the Bolsheviks in the Russian Social Democratic Party. This Bolshevik Center was dissolved in an intra-Bolshevik factional dispute on the eve of Lenin''s writing hisMaterialism and Empirio-Criticism. The source of the conflict in the Bolshevik Center related to disagreements over Lenin''s tactics following the 1905 revolution. The leader of the anti-Lenin opposition was Bogdanov. But the struggle over tactics could not be contained (...) in the political sphere; it spilled over to the philosophical. Lenin''sMaterialism and Empirio-Criticism was written as a refutation of Bogdanov''s philosophical thought in an attempt to drive him out of the Party. This essay will trace the events which led to the dissolution of the Bolshevik Center.In order to be able to follow the tactical debates a definition of terms to be used throughout this paper would be helpful. In terms of the strategic problems facing the Bolsheviks, as well as members of the Russian Social-Democratic Party (RSDP), in their attitude to theDuma, the word Boycott will refer to those who argued that the Bolsheviks should not participate in theDuma in any capacity. TheBoycottists maintained that the Bolsheviks should not even participate in the elections to theDuma. The wordUltimatism refers to those among the Bolsheviks who wished to participate in the ThirdDuma, but who favored the total obedience of the Russian Social-Democrats who might be elected to theDuma to the Central Committee of the Party.Ultimatism refers to the control and hegemony of the Central Committee over any social-democratic delegates who might win elections to the Third Duma.Otzovism means removing. TheOtzovists were those among the Bolsheviks, who advocated the removal of any social-democratic delegate in the ThirdDuma who disobeyed the directives of the Party Central Committee. Ultimatism andOtzovism concerned questions of Party authority. The Otzovist recommended the expulsion of any delegate in the Duma who abrogated the authority of the Party organs.Boycottism did not deal with questions of Party authority as such, but rather was fundamentally a tactical question: participation or non-participation in theDuma, e.g. parliamentarism vs revolution. (shrink)

In this essay I will argue for the existence of a Bolshevik Center, which coordinated the activities of the Bolsheviks in the Russian Social Democratic Party. This Bolshevik Center was dissolved in an intra-Bolshevik factional dispute on the eve of Lenin's writing his "Materialism" and "Empirio-Criticism." The source of the conflict in the Bolshevik Center related to disagreements over Lenin's tactics following the 1905 revolution. The leader of the anti-Lenin opposition was Bogdanov. But the struggle over tactics could not be (...) contained in the political sphere; it spilled over to the philosophical. Lenin's "Materialism" and "Empirio-Criticism" was written as a refutation of Bogdanov's philosophical thought in an attempt to drive him out of the Party. This essay will trace the events which led to the dissolution of the Bolshevik Center. In order to be able to follow the tactical debates a definition of terms to be used throughout this paper would be helpful. In terms of the strategic problems facing the Bolsheviks, as well as members of the Russian Social-Democratic Party, in their attitude to the Duma, the word 'Boycott' will refer to those who argued that the Bolsheviks should not participate in the Duma in any capacity. The Boycottists maintained that the Bolsheviks should not even participate in the elections to the Duma. The word Ultimatism refers to those among the Bolsheviks who wished to participate in the Third Duma, but who favored the total obedience of the Russian Social-Democrats who might be elected to the Duma to the Central Committee of the Party. Ultimatism refers to the control and hegemony of the Central Committee over any social-democratic delegates who might win elections to the Third Duma. Otzovism means 'removing'. The Otzovists were those among the Bolsheviks, who advocated the removal of any social-democratic delegate in the Third Duma who disobeyed the directives of the Party Central Committee. 'Ultimatism' and Otzovism concerned questions of Party authority. The Otzovist recommended the expulsion of any delegate in the Duma who abrogated the authority of the Party organs. Boycottism did not deal with questions of Party authority as such, but rather was fundamentally a tactical question: participation or non-participation in the Duma, e.g. 'parliamentarism' vs revolution. (shrink)

-- -- ḥeleḳ 3. Shaʻar ha-teḥinah -- ḥeleḳ 4. Shaʻar ha-segulot.

Developmentally, adolescence sits in transition between childhood and adulthood. Involving adolescents in their medical decision-making prompts important and complex ethical questions. Originating in the UK, the concept of Gillick competence is a dominant framework for navigating adolescent medical decision-making from legal, ethical and clinical perspectives and is commonly treated as comprehensive. In this paper, we argue that its utility is far more limited, and hence over-reliance on Gillick risks undermining rather than promoting ethically appropriate adolescent involvement. We demonstrate that Gillick (...) only provides guidance in the limited range of cases where legal decisional authority needs to be clarified. The range of cases where use of Gillick actually promotes adolescent involvement is narrower still, because several features must be present for Gillick to be enacted. Each of these features can, and do, act as barriers to adolescent involvement. Within these limited situations, we argue that Gillick is not specific or strong enough and is reliant on ethically contestable principles. Moreover, in most situations in adolescent healthcare, Gillick is silent on the ethical questions around involving adolescents. This is because it focuses on decisional authority—having the final say in decision-making—which is one small subset of the many ways adolescents could be involved in decision-making. The implication of our analysis is that use of Gillick competence tends to limit or undermine adolescent involvement opportunities. We propose that those working with adolescents should be judicious in seeking Gillick’s guidance, instead drawing on and developing alternative frameworks that provide a comprehensive model for adolescent involvement. (shrink)

The “Assyrian Century,” the period of Assyrian rule in the Levant, is usually regarded as an era of prosperity and economic progress. As far as the southern Levant is concerned, this reconstruction more or less reflects the reality on the southern edge of the region—in the areas of Philistia, Judah, and Edom. But what was the situation in the northern part of the country, in the territories of the former kingdom of Israel and adjacent territories, regions that had become Assyrian (...) provinces? It is the aim of this paper to scrutinize the archaeological data from these regions in order to shed light on the settlement and demographic reality in those provinces, and furthermore to reassess Assyrian policy in the west. After summarizing previous research, the article will present the available archaeological data, which will then be compared with that from the southern part of the country in order to enable a reexamination of the Assyrian empire’s policy in the west. (shrink)

An engaging and inspiring set of reflections by one of the master educators of today's Jewish world - full of delightful stories, compelling analysis and generosity of spirit. Read it and your faith in the Jewish future will be renewed. - Rabbi Lord Jonathan Sacks.

Adam and Eve have the same record yet receive different punishments. Adam receives the punishment that they both deserve, whereas Eve receives a more lenient punishment. In this article, we explore whether a deserved-but-unequal punishment, such as what Adam receives, can be just. We do this by explicating the conceptions of retributive justice that underlie both sides of the debate. We argue that inequality in punishment is disturbing mainly because of the disrespect it often expresses towards the offender receiving the (...) harsher treatment, and also because it casts doubt on whether Adam got what he deserved. We suggest that when no disrespect is involved and when it is clear that the criminal got what he deserved, inequality is not worrisome. (shrink)

The class of stable posets is defined and investigated. We give a forcing construction of a universe of set theory which satisfies a weak form of Martin's Axiom and $2^{\aleph_0} > \aleph_1$ and yet some propositions which follow from CH hold in this universe.

Traumatic brain injury is a major cause of death and disability in Western society, and often results in functional and neuropsychological abnormalities. Memory impairment is one of the most significant cognitive implications after TBI. In the current study we investigated procedural memory acquisition by observational training in TBI patients. It was previously found that while practicing a new motor skill, patients engage in all three phases of skill learning–fast acquisition, between-session consolidation, and long-term retention, though their pattern of learning is (...) atypical compared to healthy participants. A different set of studies showed that training by observing a motor task, generally prompted effective acquisition and consolidation of procedural knowledge in healthy participants. The aim of our study was to evaluate the potential benefit of action observation in TBI patients. Examine the possibility of general improvement in performance between the first and second stage of the study. Investigate the link between patients’ ability to benefit from observational learning and common measures of injury.Materials and methodsPatients hospitalized after moderate to severe TBI, were trained by observation for the finger opposition sequence motor task. They were then tested for the observation-trained sequence and a similar control sequence, at two different time-points.Results revealed a significant difference in performance between the trained and untrained sequences, in favor of the trained sequence. An increase in performance for both sequences A and B toward the second session. The advantage for sequence A was stable and preserved also in the second session. Participants with lower moderate Functional Independence Measure scores gained more from observational-procedural learning, compared with patients with higher functional abilities.ConclusionOverall, these findings support the notion that TBI patients may achieve procedural memory consolidation and retention through observational learning. Moreover, different functional traits may predict the outcomes of observational training in different patients. These findings may have significant practical implications in the future, regarding skill acquisition methods in TBI patients. (shrink)