This book presents the theory of capital utilization, a discussion of the econometrics of capital utilization, and econometric tests of the theory using international data. Capital utilization, defined as the proportion of time that capital is working productively, is mainly affected by shift-working. Capital utilization is an important economic variable that has received serious attention from economists only since the mid-1960s In the first part, the authors provide a synthesis of current knowledge, combining a consistent statement of existing theory with (...) some major extensions. In the second part, they turn to the econometrics, first discussing the appropriate methodology and then testing the theory on data from several countries. This empirical work is considerably more sophisticated than previous studies on this topic. Having established the theory and tested it, they move on to consider policy, the relationship between capital utilization and economic growth, and the place of shift-work in the dual economy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Should Clinicians’ Views of Mental Illness Influence the DSM?Elizabeth H. Flanagan (bio) and Roger K. Blashfield (bio)Keywordsclinicians, DSM, values, psychopathology, scienceThe relationship between clinicians and the DSM is complex. Clinicians are the primary intended audience of the DSM. However, as Widiger (2007) pointed out in his commentary, there is a tension associated with trying to meet the clinical goals of the DSM and also trying to optimize the scientific (...) goals of the DSM. Most commentators would agree that the recent editions of the DSM (from the DSM-III onward) have favored scientific values (e.g., Sadler 2005). Some commentators have taken sides and aligned themselves with either clinicians or with the science of classification. For instance, Garb (2005) has argued that clinicians should receive incentives to align themselves more closely with the science of the DSM. In contrast, Westen and Shedler (1999) have favored a clinician-based approach to the DSM and have argued that an ideal classification should be based on the prototypes that clinicians use to conceptualize diagnostic categories. Perhaps an extreme suggestion on how to deal with this tension between the values of clinicians and the values of scientists is to adopt the ICD-10 solution and create two versions of the next DSM. One version would be written for clinicians and another for researchers (Phillips et al. 2003).Widiger (2007) wondered whether the two of us as authors are on the fence about how the views of clinicians should affect the DSM. As clinical psychologists who are both clinicians and researchers, we understand his comment, especially in light of our attempt in our article not to overgeneralize from the time-consuming, labor-intensive, yet methodologically limited study we reported in our major paper.Nonetheless, our answer to the question asked in the title of this response, “Should clinicians’ views of mental illness influence the diagnostic manual?” is a clear and unequivocal yes. In our view, too much of the research literature stimulated by the recent DSMs has primarily used the diagnostic criteria in these DSMs to specify patient samples and then perform various experiments to study the DSM categories. We favor a different approach to research which is consistent with a comment once made by the philosopher of science, Karl Popper: “scientific theories originate from myths, and... a myth may contain important anticipations of scientific theories” (1963, 39). We believe that clinicians, with their years [End Page 285] of experience dealing with the ambiguities, the emotionality, and the chaos of psychopathology, have formed complex conceptual systems to try to understand the mysteries of abnormal behavior. We strongly support increased research attempts that will use clinicians as subjects and that will attempt to understand how clinicians use diagnostic concepts to understand patients.Although research on clinicians has not attracted a large amount of attention in the field, there is a long history of such research studies. For instance, in the 1970s, Overall used multivariate techniques to create graphical maps of how clinicians represented relationships among diagnoses (Overall et al. 1977). Widiger has used a similar strategy in some of his research (Widiger et al. 1987). In the early 1980s, a view of concept formation from cognitive psychology was used by Cantor et al. (1980) to look at psychiatric diagnoses as representing prototypes. Horowitz and colleagues extended this research. Blashfield and his colleagues had a grant to use the prototype model to study personality disorders and performed research investigating both case histories (Blashfield et al. 1985) and analyses of diagnostic criteria (Blashfield and Breen 1989; Davis, Blashfield, and McElroy 1993). Westen and colleagues have attempted to reconceptualize DSM personality disorder categories using the prototype model (Westen and Shedler 1999). Ahn and her colleagues (Ahn et al. 2006; Kim and Ahn 2002) have taken more recent applications of ideas from cognitive psychology to study how clinicians use and understand diagnostic categories. Finally, Flanagan and colleagues (Flanagan and Blashfield 2006; Flanagan, Keeley, and Blashfield, in press; Flanagan, Miller, and Davidson, submitted) have used qualitative and quantitative data analysis techniques to try to understand the diagnostic concepts held by experienced clinicians.Besides empirical studies of how clinicians use diagnostic concepts, we also support the increased interest in... (shrink)

A generation of students at the Faculty of Theology of the K.U.Leuven have been introduced by Roger Burggraeve to the thoughts of Emmanuel Levinas. Levinas has been for him a true "master in thinking". For Levinas responsibility is heteronymous because it does not start from the "I" but from the epiphany of the other as the face, appealing to me not "to kill" but to promote him/her. In and through the appeal of the face, the difference between the other and (...) me - expressed in the irreducible alterity of the other - is, ethically speaking, the appeal to the highest "non-indifference": proximity without absorption. As Levinas' thinking carries on obvious Jewish-Talmudic imprint, Burggraeve was interested as to how the concept of responsibility can be connected to a biblically inspired ethic. In which way can the Levinasian view on responsibility enhance a Christian anthropology, and in particular that one articulated by Louvain personalism, and in its turn inspired by a Christian anthropology, so that it benefits from uniquely Christian accents? In this Festschrift for Roger Burggraeve, authors explore the theme of "Responsibility, God and Society" in order to answer two questions. What does Levinas' ethic of responsibility have to offer Christian theology? And vice-versa, what can Christian theology offer to contemporary ethical thought on personal, relational and societal responsibility. (shrink)

In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of (...) the educated mind weighs heavily on our notions on how we educate our young. When we focus on intellectual and scholarly issues in high school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means. To accommodate the realities of today's world it is necessary to change these elitist notions. We need to rethink what it means to be educated and begin to focus on a new conception of the very idea of education. Students need to learn how to think, not how to accomplish tasks, such as passing standardized tests and reciting rote facts. In this engaging book, Roger C. Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. Making Minds Less Well Educated Than Our Own is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, higher education, and anyone interested in what it means to be educated in today's world. (shrink)

The author of this comment suggests that some of the important points made by Dr Adrian Rogers are vitiated by a tendency to contrast the worst of modern medical practice with an over-idealised view of the past. The state of medical ethics today, the author suggests, is more hopeful than Dr Rogers allows.

Recent controversy surrounding the Surfactant Positive Airway Pressure and Pulse Oximetry Trial and the Office for Human Resource Protection’s judgment that its informed consent procedures were inadequate has unmasked considerable confusion about OHRP’s definition of research risks. The controversy concerns application of that definition to trials comparing multiple treatments within the existing standard of care. Some have argued that it is impossible for such trials to pose research risks on the grounds that all risks associated with a standard-of-care treatment should (...) instead be considered risks of treatment. However, analysis of OHRP’s definition demonstrates that some risks in such trials can be research risks. (shrink)

Studies of the conceptual abilities of nonhuman primates demonstrate the substantial range of these abilities as well as their limitations. Such abilities range from categorization on the basis of shared physical attributes, associative relations and functions to abstract concepts as reflected in analogical reasoning about relations between relations. The pattern of results from these studies point to a fundamental distinction between monkeys and apes in both their implicit and explicit conceptual capacities. Monkeys, but not apes, might be best regarded as (...) “paleo‐logicans” in the sense that they form common class concepts of identity on the basis of identical predicates (i.e., shared features). The discrimination of presumably more abstract relations commonly involves relatively simple procedural strategies mediated by associative processes likely shared by all mammals. There is no evidence that monkeys can perceive, let alone judge, relations‐between‐relations. This analogical conceptual capacity is found only in chimpanzees and humans. Interestingly, the “analogical ape,” like the child, can make its analogical knowledge explicit only if it is first provided with a symbol system by which propositional representations can be encoded and manipulated. (shrink)

. The accounting profession’s image and reputation is built upon the members of the profession acting with the “highest sense of integrity” in “the public interest” (AICPA, 2003, www.aicpa.org/about). The Enron debacle initiated the latest crisis facing the profession regarding its image and reputation. The American Institute of Certified Public Accountants (AICPA) is the largest professional body representing the accounting profession and the one to which regulators have looked in establishing and upholding professional standards relating to the public practice of (...) accounting and auditing. One of the AICPA’s responsibilities is to “promote public awareness and confidence in the integrity, objectivity, competence and professionalism of CPAs ....” (AICPA, 2003, www.aicpa.org/about). We analyze the public statements issued by the AICPA (i.e., press releases, speeches of officers, testimony, published articles) during this ethical and identity crisis beginning with the AICPA’s first public statement on the Enron debâcle (AIPCA 2001) and concluding with the AICPA recognizing the need for a “new accounting culture” (Melancon 2002). In order to better understand the public discourse, we use image restoration theory (Benoit, 1995), because it provides a typology of strategies for dealing with the public face of crises. We identify the three most common strategies the AICPA employs during this period. Proposals for taking corrective action represent the most commonly employed strategy, but the analysis also indicates an attempt to evade responsibility by claiming defeasibility and to reduce the offensiveness of the situation by employing a bolstering strategy. A second analysis using DICTION, a software package useful in revealing latent dimensions in a text, indicates that early statements tend to use language related to accomplishing specific action while the later statements tend more toward general language that relates to peoples’ everyday lives. The findings raise questions as to substantive nature of the changes proposed by the AICPA, and thus, the extent to which the public interest is being served by them. (shrink)

Arguing that we ought to look to psychedelic aesthetics of the 1960s in relation to current crises in liberal democracy, this book emphasizes the intersection of European thought and the psychedelic. The first half of the book focuses on philosophical influences of Herbert Marcuse and Antonin Artaud, while the second half shifts toward literary and theoretical influences of Aldous Huxley on psychedelic aesthetics. Framed within an emergent discourse of political theology, it suggests that taking a postsecular approach to psychedelic aesthetics (...) helps us understand deeper connections between aesthetics and politics. (shrink)

Placebo-controlled surgical trials can provide important information about the efficacy of surgical interventions. However, they are ethically contentious as placebo surgery entails the risk of harms to recipients, such as pain, scarring or anaesthetic misadventure. This has led to claims that placebo-controlled surgical trials are inherently unethical. On the other hand, without placebo-controlled surgical trials, it may be impossible to know whether an apparent benefit from surgery is due to the intervention itself or to the placebo effect.

We argue that formal analogical reasoning is not a uniquely human trait but is found in chimpanzees, if not in monkeys. We also contest the claim that the relational matching-to-sample task is not exemplary of analogical behavior, and we provide evidence that symbolic-like treatment of relational information can be found in nonhuman species, a point in contention with the relational reinterpretation hypothesis.

We explore the formal foundations of recent studies comparing aural pattern recognition capabilities of populations of human and non-human animals. To date, these experiments have focused on the boundary between the Regular and Context-Free stringsets. We argue that experiments directed at distinguishing capabilities with respect to the Subregular Hierarchy, which subdivides the class of Regular stringsets, are likely to provide better evidence about the distinctions between the cognitive mechanisms of humans and those of other species. Moreover, the classes of the (...) Subregular Hierarchy have the advantage of fully abstract descriptive (model-theoretic) characterizations in addition to characterizations in more familiar grammar- and automata-theoretic terms. Because the descriptive characterizations make no assumptions about implementation, they provide a sound basis for drawing conclusions about potential cognitive mechanisms from the experimental results. We review the Subregular Hierarchy and provide a concrete set of principles for the design and interpretation of these experiments. (shrink)

This chapter outlines the origins in ordinary language philosophy of a new skills-based approach to working with complex and conflicting values in medicine called values-based practice. Ordinary language philosophy focuses on our use of words as a useful first step in coming to a more complete understanding of their meanings. The theory of values-based practice was developed by applying ideas from ordinary language philosophy to the long-running debate about the "boundary problem" presented by the concept of mental disorder. Ordinary language (...) philosophy turns this debate topsy-turvy: it shows, that the concept of mental disorder instead of being the target problem is a resource for coming to a more complete understanding of the meanings of concepts of disorder as a whole including the concept of bodily disorder; and correspondingly, that the value-laden nature of mental disorder far from being part of the problem points to an evaluative element of meaning in concepts of disorder as a whole, again including concepts of bodily disorder. It is these topsy-turvy results that underpin the development of values-based practice. In a brief concluding section we indicate the potential for further development of values-based practice supported by ordinary language and other philosophies particularly through engagement with non-Western language groups representing diverse traditions of thought and practice in mental health. (shrink)