This is an English translation of Schelling's Ideas for a Philosophy of Nature, one of the most significant works in the German tradition of philosophy of nature and early nineteenth-century philosophy of science. It stands in opposition to the Newtonian picture of matter as constituted by inert, impenetrable particles, and argues instead for matter as an equilibrium of active forces that engage in dynamic polar opposition to one another. In the revisions of 1803 Schelling incorporated this dialectical view into a (...) neo-Platonic conception of an original unity divided upon itself. The text is of more than simply historical interest: its daring and original vision of nature, philosophy, and empirical science will prove absorbing reading for all philosophers concerned with post-Kantian German idealism, for scholars of German Romanticism, and for historians of science. (shrink)

This volume, originally published in 2002, assembles the historical sequence of writings that Kant published between 1783 and 1796 to popularize, summarize, amplify and defend the doctrines of his masterpiece, the Critique of Pure Reason of 1781. The best known of them, the Prolegomena, is often recommended to beginning students, but the other texts are also vintage Kant and are important sources for a fully rounded picture of Kant's intellectual development. As with other volumes in the series there are copious (...) linguistic notes and a glossary of key terms. The editorial introductions and explanatory notes shed light on the critical reception accorded Kant by the metaphysicians of his day and on Kant's own efforts to derail his opponents. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Narrative Symposium:Living Organ DonationLaura Altobelli, Sherri Bauman, Janice Flynn, Andy Heath, Joseph Jacobs, Tim Joos, Amy K. Lewensten, Donna L. Luebke, Sarah A. McDaniel, Donald Olenick, Laurie E Post, Vicky Young, Blake Adams, Anonymous One, Michael Sauls, Christine Wright, Shannon D. Wyatt, and Cara Yesawich• An Altruistic Living Donor’s Story• Surgery for the Soul• Kidney Donation Story• The Essence of Giving—A Transplant Story• Love—the Risk Worth Taking• My (...) Donation Journey• A Life For A Life: My Gift To My Dad• Lessons Learned: The Realities of Living Organ Donation• Sarah’s List Exchange Experience• Accelerated Living Donation• Liver Donor Nightmare• Adrift After Donation• Getting Our Child Off Dialysis• A Living Donor’s Journey• The Spare Kidney• Living Donors are People Too• The Gift of Life—Walking by Faith• Journey of an Altruistic, Non–designated Living DonorCopyright © 2012 The Johns Hopkins University Press... (shrink)

In this article, we propose the Fair Priority Model for COVID-19 vaccine distribution, and emphasize three fundamental values we believe should be considered when distributing a COVID-19 vaccine among countries: Benefiting people and limiting harm, prioritizing the disadvantaged, and equal moral concern for all individuals. The Priority Model addresses these values by focusing on mitigating three types of harms caused by COVID-19: death and permanent organ damage, indirect health consequences, such as health care system strain and stress, as well as (...) economic destruction. It proposes proceeding in three phases: the first addresses premature death, the second long-term health issues and economic harms, and the third aims to contain viral transmission fully and restore pre-pandemic activity. -/- To those who may deem an ethical framework irrelevant because of the belief that many countries will pursue "vaccine nationalism," we argue such a framework still has broad relevance. Reasonable national partiality would permit countries to focus on vaccine distribution within their borders up until the rate of transmission is below 1, at which point there would not be sufficient vaccine-preventable harm to justify retaining a vaccine. When a government reaches the limit of national partiality, it should release vaccines for other countries. -/- We also argue against two other recent proposals. Distributing a vaccine proportional to a country's population mistakenly assumes that equality requires treating differently situated countries identically. Prioritizing countries according to the number of front-line health care workers, the proportion of the population over 65, and the number of people with comorbidities within each country may exacerbate disadvantage and end up giving the vaccine in large part to wealthy nations. (shrink)

concepts are defined as concepts that cannot be experienced directly through the sensorimotor modalities. Explaining our understanding of such concepts poses a challenge to neurocognitive models of knowledge. One account of how these concepts come to be represented is that sensorimotor representations of grounded experiences are reactivated in a way that is constitutive of the abstract concept. In the present experiment, we investigated how sensorimotor information might constitute GOD-related concepts, and whether a person’s self-reported religiosity modulated this grounding. To do (...) so, we manipulated both the state of the body and the state of stimuli in two tasks that required conceptual categorization of abstract words. Linear Mixed Effects model fitting procedures were used to determine which manipulated factors best predicted response latency and accuracy in both tasks. We successfully replicated previous research demonstrating faster categorization of GOD-related words when they were presented at the top of the screen. Importantly, results demonstrated that the kneeling posture manipulation enhanced this effect, as did religiosity, as participants who scored higher in religiosity showed a greater effect of the posture manipulation on the speed with which word categorization occurred when those words were presented in the higher visuospatial presentation condition. Overall, we interpreted our findings to suggest that directly manipulating sensorimotor information can facilitate the categorization of abstract concepts, supporting the notion that this information in part constitutes the representation of abstract concepts. (shrink)

Background and AimsEnd-of-life discussions can be difficult for seriously ill adolescents and young adults. Researchers aimed to determine whether completing Voicing My CHOiCES —a research-informed advance care planning guide—increased communication with family, friends, or health care providers, and to evaluate the experience of those with whom VMC was shared.MethodsFamily, friends, or HCPs who the AYAs had shared their completed VMC with were administered structured interviews to assess their perception of the ACP discussion, changes in their relationship, conversation quality, and whether (...) the discussion prompted changes in care. Open-ended responses underwent thematic analysis.ResultsOne-month post-completion, 65.1% of AYA had shared VMC completion with a family member, 22.6% with a friend, and 8.9% with an HCP. Among a sample of respondents, family and friends reported a positive change in their relationship with the AYA. Participant descriptions of the experience fell into five themes: positive experience, difficult experience, appreciated a guide to facilitate discussion, provided relief, and created worry/anxiety. Only 1 HCP noted a treatment change. Family, friends, and HCP did not think the AYA would have discussed EoL preferences without completing VMC.ConclusionsVMC has potential to enhance communication about ACP between AYA and their family and friends, though less frequently with HCPs. Participants reported a positive change in their relationship with the AYA after discussing VMC, and described experiencing the conversation as favorable, even when also emotionally difficult. (shrink)

Although higher education understands the need to develop critical thinkers, it has not lived up to the task consistently. Students are graduating deficient in these skills, unprepared to think critically once in the workforce. Limited development of cognitive processing skills leads to less effective leaders. Various definitions of critical thinking are examined to develop a general construct to guide the discussion as critical thinking is linked to constructivism, leadership, and education. Most pedagogy is content-based built on deep knowledge. Successful critical (...) thinking pedagogy is moving away from this paradigm, teaching students to think complexly. Some of the challenges faced by higher education moving to a critical thinking curricula are discussed, and recommendations are offered for improving outcomes. (shrink)

Current UK legislation is impacting upon the feasibility and cost-effectiveness of medical record-based research aimed at benefiting the NHS and the public heath. Whereas previous commentators have focused on the Data Protection Act 1998, the Health and Social Care Act 2001 is the key legislation for public health researchers wishing to access medical records without written consent. The Act requires researchers to apply to the Patient Information Advisory Group for permission to access medical records without written permission. We present (...) a case study of the work required to obtain the necessary permissions from PIAG in order to conduct a large scale public health research project. In our experience it took eight months to receive permission to access basic identifying information on individuals registered at general practices, and a decision on whether we could access clinical information in medical records without consent took 18 months. Such delays pose near insurmountable difficulties to grant funded research, and in our case £560 000 of public and charitable money was spent on research staff while a large part of their work was prohibited until the third year of a three year grant. We conclude by arguing that many of the current problems could be avoided by returning PIAG’s responsibilities to research ethics committees, and by allowing “opt-out” consent for many public health research projects. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Declamations of Calpurnius Flaccus: Text, Translation, and CommentaryMalcolm HeathLewis A. Sussman. The Declamations of Calpurnius Flaccus: Text, Translation, and Commentary. Leiden, New York, and Cologne: E. J. Brill, 1994. vi + 258 pp. Cloth, Gld. 140, $80. (Mnemosyne Supplement 133)Throughout the Hellenistic and Roman period members of the educated elite composed and delivered imitation speeches about hypothetical sets of historical, legendary, or fictitious circumstances. This was a (...) practice capable of exciting the enthusiasm of adults as well as schoolboys, of amateurs as well as professional rhetors; witness (for example) Pliny's report of Isaeus' public displays (Ep. [End Page 161] 2.3). Considering its importance in classical culture, surprisingly little attention has been paid to declamation; scholars have perhaps been too ready to disparage and dismiss it on the basis of misleading secondhand characterisations.Admittedly, firsthand acquaintance has been hard to come by in the past, requiring arid labours over obscure, often badly edited and inaccessible texts without much by way of secondary literature to help in orientation. But the situation has improved in recent years. On the Greek side, Donald Russell's Greek Declamation (Cambridge 1983) is indispensable. Innes and Winterbottom have opened up the way to a usable text of Sopater's Diaresis Zetematon in their commentary (London 1988); alas, we still await someone willing to produce a text answering to their prolegomena. Building on these foundations, my own Hermogenes On Issues (Oxford 1995) makes some attempt to explore the connections between theory and declamatory practice.Latin declamation has been even better served. The elder Seneca has been edited and translated by Winterbottom (1974), with monographs by Fairweather (Cambridge 1981) and Sussman (Leiden 1978). The Minor Declamations ascribed to Quintilian (D. Min.) have been edited by Shackleton-Bailey (Stuttgart 1989) and (with an excellent commentary) by Winterbottom (Berlin 1984); and there is Dingel's Scholastica Materia (Berlin 1988). The Major Declamations have been edited by Håkanson (Stuttgart 1982) and translated by Sussman (Frankfurt 1987). Håkanson also edited the declamations of Calpurnius Flaccus (Stuttgart 1978); Sussman now puts us further in his debt with a revised text of Calpurnius, accompanied by the first English translation and the first commentary since Burman's in 1720.Of Calpurnius Flaccus himself we know nothing beyond what can be inferred from the text; stylistic indicators point to a second-century date. His Declamations are in fact excerpts of varying length from treatments of fifty-three declamation themes; in nine cases only, extracts are given from both sides of the argument. By contrast with Seneca's eclectic collection, the excerpts seem to be the work of a single hand. But the kind of explicit commentary and advice from the teacher provided by the sermones in the Minor Declamations attributed to Quintilian, and more systematically by Sopater, is entirely absent. This makes for a frustrating read. The sparse highlights collected here convey little sense of the structure of the declamation as a whole, or the overall manner in which its argument was laid out; one may compare, for example, Calp. 6 with the far more instructive treatment of the same theme in D. Min. 351.Sussman's introduction sets out the context efficiently and lucidly. But he reproduces a common error in explaining the terms controversia and suasoria (3, 12). Although most suasoriae were based on history or legend, this was not a defining characteristic; the crucial distinction is that between the forensic controversia and the deliberative suasoria (respectively de factis and de futuris, as Quintilian says, 7.4.2; cf. 2.4.25). Thus a forensic declamation based on historical [End Page 162] events is a controversia (e.g., Sen. C. 9.2); fictitious deliberative themes, such as Calp. 18 and 39, are suasoriae.The text does not vary greatly from Håkanson's; many of the changes adopt proposals advanced but not printed by Håkanson. The result is sometimes a definite improvement and usually plausible. But at 7.23 (reference by page and line in Håkanson) perneg>antes necshrink)

This special issue of the Journal of Bioethical Inquiry focuses on global health and associated bioethical concerns. As a concept, global health broadens the focus from national public health situations to the international sphere and concerns itself with the health of all humans, but particularly those in developing countries who suffer from severe health inequalities. However, there is one sense in which global health is lacking: Its primary focus is on those currently alive and, in some cases, their offspring. But (...) what about future generations, who may suffer from even more pronounced inequalities? In this editorial, we consider the bioethical implications of failing to adopt an intergenerational concept of global health.One of the major strengths of global health is its emphasis on disenfranchised populations who do not enjoy the advantages of the medical systems of developed countries. By drawing attention to the issues that affect billions of disadvantaged people around the world .. (shrink)

Research Ethics, Volume 18, Issue 1, Page 24-38, January 2022. Are social science, cross-border research projects, where recruitment and data collection are carried out remotely, required to follow similar ethical and data-sharing procedures as ‘on-the-ground’ studies that use traditional means of recruitment and participant engagement? This article reflects on our experience of dealing with this question when we had to switch to online data collection due to the restrictions posed by the COVID-19 pandemic, such as the inability to travel or (...) work in person with local communities and collaborators. Using social media platforms and online data collection when conducting research brings many advantages, such as being able to communicate remotely but directly with gatekeepers and collaborators, and in reaching potential participants on a global scale. However, neither the guidelines and advice for conducting ethically sound internet-based research, nor the academic literature focussed on building equitable research partnerships between the Global North and the Global South, offer much information regarding the ethical concerns, or address the grey areas, posed by this type of digital and distanced transnational research. In our experience, conducting research remotely made negotiations of access very challenging due to the politics of positionality between Global North and South researchers, lack of clarity on ethical processes and perceptions of gatekeepers who we could not meet in person. We hope the reflections on, and discussion of, our experience encourage deliberation on the present ethical challenges posed by online and social-media-disseminated data collection, particularly in cross-border circumstances. (shrink)

In order to understand the rise of runaway solutions in the radiation reaction problem a mechanical model is used. An alternative demonstration of Daboul’s theorem, through Hurwitz’s criterion, is given. The origin of runaway solutions in electrodynamics is discussed. They arise when the particle has a negative mechanical mass or when approximations are used in the equation of motion. In the 1-dimensional mechanical model an exact and linear equation of motion for the particle is obtained, the corresponding exact solution is (...) again runaway when the mechanical mass is negative. The exact solution is not runaway when the mechanical mass is positive. However, the use of approximations leads to an equation of motion which has runaway solutions. It is exhibited that the use of approximations in the 3-dimensional mechanical model is completely necessary because the general equation of motion for the particle is non-linear. The analysis of this case proceeds in a very similar way to the one carried out in electrodynamics. This means that the number of dimensions also plays an important role in the analysis. (shrink)

The authors claim that disciplinary epistemologies—disciplinary habits of mind and ways of thinking—offer productive lenses for observing teaching practices. Furthermore, they argue that educational developers who draw from multiple epistemologies in combination provide rich evidence with regard to teaching and learning and can speak to academic colleagues from an array of disciplines. Clarity is provided for career paths in educational development for colleagues from academic disciplines who are contemplating part‐ or full‐time work in a teaching center. The authors hope that (...) this opening collection develops into a toolkit and area of inquiry about disciplinary approaches to the practice of educational development. (shrink)