Researchers from diverse disciplines, including organismal and cellular physiology, sports science, human nutrition, evolution and ecology, have sought to understand the causes and consequences of the surprising variation in metabolic rate found among and within individual animals of the same species. Research in this area has been hampered by differences in approach, terminology and methodology, and the context in which measurements are made. Recent advances provide important opportunities to identify and address the key questions in the field. By bringing together (...) researchers from different areas of biology and biomedicine, we describe and evaluate these developments and the insights they could yield, highlighting the need for more standardisation across disciplines. We conclude with a list of important questions that can now be addressed by developing a common conceptual and methodological toolkit for studies on metabolic variation in animals. (shrink)

1 Evidence-based policy requires researchers to provide the answers to ecological questions that are of interest to policy makers. To find out what those questions are in the UK, representatives from 28 organizations involved in policy, together with scientists from 10 academic institutions, were asked to generate a list of questions from their organizations. 2 During a 2-day workshop the initial list of 1003 questions generated from consulting at least 654 policy makers and academics was used as a basis for (...) generating a short list of 100 questions of significant policy relevance. Short-listing was decided on the basis of the preferences of the representatives from the policy-led organizations. 3 The areas covered included most major issues of environmental concern in the UK, including agriculture, marine fisheries, climate change, ecosystem function and land management. 4 The most striking outcome was the preference for general questions rather than narrow ones. The reason is that policy is driven by broad issues rather than specific ones. In contrast, scientists are frequently best equipped to answer specific questions. This means that it may be necessary to extract the underpinning specific question before researchers can proceed. 5 Synthesis and applications. Greater communication between policy makers and scientists is required in order to ensure that applied ecologists are dealing with issues in a way that can feed into policy. It is particularly important that applied ecologists emphasize the generic value of their work wherever possible. (shrink)

CONTENTS An Editor's Introduction INTRODUCTORY CHRONOLOGICAL OVERVIEW HEIDEGGER'S ACADEMIC CAREER 1909-1930 A. Background B. Lehrveranstaltungen/University Education and Teaching C. Heidegger's Early Occasional Writings: A Chronological Bibliography PART I: STUDENT YEARS 1. Curricula Vitae 2. Two Essays for The Academician o Authority and Freedom o On a Philosophical Orientation for Academics 3. The Problem of Reality in Modern Philosophy 4. Recent Research in Logic 5. Meßkirch's Triduum: A Three-day Meditation on the War 6. Question and Judgment 7. The Concept of Time (...) in the Science of History 8. The Doctrine of Categories and Meaning in Duns Scotus : Supplements o Author's Notice o Conclusion: The Problem of Categories 9. On Schleiermacher's Second Speech "On the Essence of Religion" PART II: EARLY FREIBURG PERIOD 10. Letter to Engelbert Krebs on his Philosophical Conversion 11. Letter to Karl L÷with on his Philosophical Identity 12. Vita, with an Accompanying Letter to Georg Misch 13. Critical Comments on Karl Jaspers' Psychology of Worldviews 14. Phenomenological Interpretations with Respect to Aristotle: Indication of the Hermeneutical Situation PART III: THE MARBURG PERIOD 15. The Problem of Sin in Luther 16. The Concept of Time 17. Being-There and Being-True According to Aristotle 18. Wilhelm Dilthey's Research and the Current Struggle for a Historical Worldview 19. On the Essence of Truth, Pentecost Monday 20. Letter Exchange with Karl L÷with on Being and Time 21. "Phenomenology," Draft B, with Heidegger's Letter to Husserl 22. "Heidegger, Martin": Lexicon Article Attributed to Rudolf Bultmann APPENDICES: SUPPLEMENTS BY HEIDEGGER'S CONTEMPORARIES Appendix I: Academic Evaluations of Heidegger by his Teachers and Peers A. Evaluation of Martin Heidegger's Dissertation by Arthur Schneider B. Evaluation of Dr. Heidegger's Habilitation by Heinrich Rickert C. Nomination for Associate Professor at G÷ttingen D. Nomination for Associate Professor at Marburg E. Nomination for Professor at Marburg F. Nomination for Husserl's Chair at Freiburg Appendix II: Husserl and Heidegger A. Their Correspondence to and about Each Other B. "For Edmund Husserl on his Seventieth Birthday" Appendix III: Karl L÷with's Impressions of Husserl and Heidegger, 1926-1927 Annotated Glossary Bibliography of GA-Editions of the Lecture Courses Select Secondary Bibliography. (shrink)

Is there any such thing as the Cusan view of the relationship between faith and reason? That is, does Nicholas present us with clear concepts of fides and ratio and with a unique and consistent doctrine regarding their interconnection? If he does not, then the task before us is surely an impossible one: viz., the task of finding, describing, and setting in perspective a doctrine that never at all existed. For even with spectacles made of beryl stone or through the (...) looking glass of Lewis Carroll, we could not descry the totally nonexistent. Four lines of argument purport to show that the task before us is fundamentally impossible. 1. First of all, it may be argued (a) that Nicholas of Cusa can have a coherent doctrine of faith and reason only if he has a generally coherent theory of knowledge and (b) that since his theory of knowledge is generally incoherent, so too must be the aforesaid doctrine, which is an intrinsic part of the theory of knowledge. Let us grant—for the sake of the argument—the disputable logic of this reasoning, and let us focus on the question of whether Nicholas does or does not have a viable general theory of knowledge. Many philosophers judge the theory to be unviable. For example, the philosopher Hans Blumenberg writes: “I will not make what I believe would have to be a futile attempt at a unitary interpretation of the Cusan theory of knowledge. Here in particular the inner consistency of his philosophical accomplishment is doubtful. The reason for this can be specified: it lies, again, in the inability to deal with or successfully to evade the consequences of nominalism.”2 Other philosophers are quick to agree that Cusa’s epistemology consists of a host of glaring contradictions: Cusa’s theory of representative perception is said to be incompatible with his doctrine of homo mensura—i.e., with his doctrine that man is the measure of the reality that is perceived and conceived by him. Cusa’s notion that empirical concepts are abstracted from perceptual and imaginative images is asserted to be contradicted by his further claim that all concepts are derived a pri- ori from the mind itself.. (shrink)

CONTENTS An Editor's Introduction INTRODUCTORY CHRONOLOGICAL OVERVIEW HEIDEGGER'S ACADEMIC CAREER 1909-1930 A. Background (1889-1930) B. Lehrveranstaltungen/University Education and Teaching (1909-1930) C. Heidegger's Early Occasional Writings: A Chronological Bibliography PART I: STUDENT YEARS 1. Curricula Vitae 2. Two Essays for The Academician o Authority and Freedom (1910) o On a Philosophical Orientation for Academics (1911) 3. The Problem of Reality in Modern Philosophy (1912) 4. Recent Research in Logic (October-December 1912) 5. Meßkirch's Triduum: A Three-day Meditation on the War (January 1915) (...) 6. Question and Judgment (July 1915) 7. The Concept of Time in the Science of History (July 1915) 8. The Doctrine of Categories and Meaning in Duns Scotus (1915): Supplements o Author's Notice (1917) o Conclusion: The Problem of Categories (1916) 9. On Schleiermacher's Second Speech "On the Essence of Religion" (1917) PART II: EARLY FREIBURG PERIOD 10. Letter to Engelbert Krebs on his Philosophical Conversion (1919) 11. Letter to Karl L÷with on his Philosophical Identity (1921) 12. Vita, with an Accompanying Letter to Georg Misch (June 1922) 13. Critical Comments on Karl Jaspers' Psychology of Worldviews (1920) 14. Phenomenological Interpretations with Respect to Aristotle: Indication of the Hermeneutical Situation (1922) PART III: THE MARBURG PERIOD 15. The Problem of Sin in Luther (February 1924) 16. The Concept of Time (July 1924) 17. Being-There and Being-True According to Aristotle (December 1924) 18. Wilhelm Dilthey's Research and the Current Struggle for a Historical Worldview (Kassel Lectures, April 1925) 19. On the Essence of Truth, Pentecost Monday (May 24, 1926) 20. Letter Exchange with Karl L÷with on Being and Time (August 1927) 21. "Phenomenology," Draft B (of the Encyclopaedia Britannica Article), with Heidegger's Letter to Husserl (October 1927) 22. "Heidegger, Martin": Lexicon Article Attributed to Rudolf Bultmann (1927-1928) APPENDICES: SUPPLEMENTS BY HEIDEGGER'S CONTEMPORARIES Appendix I: Academic Evaluations of Heidegger by his Teachers and Peers A. Evaluation of Martin Heidegger's Dissertation by Arthur Schneider (July 1913) B. Evaluation of Dr. Heidegger's Habilitation by Heinrich Rickert (July 1915) C. Nomination for Associate Professor at G÷ttingen (November 1922) D. Nomination for Associate Professor at Marburg (December 1922) E. Nomination for Professor at Marburg (August 1925) F. Nomination for Husserl's Chair at Freiburg (February 1928) Appendix II: Husserl and Heidegger A. Their Correspondence to and about Each Other (1914-1934) B. "For Edmund Husserl on his Seventieth Birthday" (April 8, 1929) Appendix III: Karl L÷with's Impressions of Husserl and Heidegger, 1926-1927 Annotated Glossary Bibliography of GA-Editions of the Lecture Courses Select Secondary Bibliography. (shrink)

During a prostate exam, Mr. Watson, age 65, learns that his prostate appears to be abnormal. The family physician conducting the exam, Dr. Kleinman, informs Mr. Watson that he may have prostate cancer. Mr. Watson agrees to a variety of tests, including blood tests, bone scans, ultrasound scanning, and a biopsy. After learning about this possible diagnosis and these tests, Mr. Watson surfs the Web for information about prostate cancer and gathers data from many different sources, including the National Cancer (...) Society, the National Institutes of Health, Johns Hopkins University, the Mayo Clinic, and medicine sites. He also searches for information from medical journals using MEDLINE, visits several chat rooms on prostate cancer, and joins some e-mail lists. He arrives in Dr. Kleinman's office for a follow-up appointment with a stack of material and many questions. Dr. Kleinman is surprised, irritated, and offended. He recommends that Mr. Watson have a prostatectomy followed by radiation, but Mr. Watson does not want this operation. He would rather receive a form of radiation therapy recently approved by the FDA that he learned about through his own research. Dr. Kleinman admits that he does not know much about this new treatment, but he says that he would read up on it and consult an oncologist. (shrink)

Even after multiple cycles of ABET accreditation, many engineering programs are unsure of how much curriculum content is needed to meet the requirements of ABET’s Criterion 3.f (an understanding of professional and ethical responsibility). This study represents the first scholarly attempt to assess the impact of curriculum reform following the introduction of ABET Criterion 3.f. This study sought to determine how much professional and ethical responsibility curriculum content was used between 1995 and 2005, as well as how, when, why, and (...) to what effect changes in the amount of content occurred. Subsequently, the study sought to evaluate if different amounts of curriculum content generated differing student outcomes. The amount of curriculum content used by each of the participating programs was identified during semi-structured interviews with program administrators and a review of ABET Self-Study documents. Quantitative methods were applied to determine if a relationship existed between the curriculum content and performance on a nationally administered, engineering-specific standardized examination. The findings indicate a statistical relationship, but a lack of structure between the amount of required content in the curriculum and performance on the examination. Additional findings were also generated regarding the way that programs interpret the Criterion 3.f feedback generated during accreditation visits. The primary impact of this study is that it dispels the myth that more courses or course time on professionalism and ethics will necessarily lead to positive engineering education outcomes. Much of the impetus to add more curriculum content results from a lack of conclusive feedback during ABET accreditation visits. (shrink)

Managers often encounter situations that require them to make decisions with ethical implications that affect the organization as well as the managers themselves. The issue we address in this study concerns whether the ethical consistency of managerial decisions is situation dependent. That is, are the decisions managers make ethically consistent when they are faced with different ethical situations? We hypothesize that managerial decisions will vary depending on the type of ethical situation they encounter. We also hypothesize that gender plays a (...) role in determining the ethical consistency of managerial decisions. Results of statistical analyses support our hypotheses. (shrink)

Questions about the nature of beauty and the relation between morality and art were among the earliest discussed by ancient philosophers. And today, a host of new issues has been prompted by recent developments in the arts and in philosophy, testifying to a great revival of interest in aesthetics and literary criticism. The nature of representation, the relation between art and truth, and the criteria for interpretation are among the most debated problems in contemporary philosophy. This reference series, centred on (...) analytic philosophy but also covering important aspects of the continental tradition and of non-Western philosophies, is made up of a number of volumes each dealing with a particular subject area. Taken together the series offers a comprehensive survey of philosophy as a whole. The entries in each volume combine summarized information on names, terms and moverments and each essay is also supported by a selective bibliography. Alphabetically arranged, the 130 articles in this volume provide comprehensive coverage of the main topics and writers in this area of aesthetics. The Companion will serve students of philosophy, literary criticism and cultural studies - as well as the general reader - both as a work of reference and, with its many substantial essays, as a guide to the best thinking about the arts in the late twentieth century. (shrink)

The ethics of the Egyptian religion, by S. A. B. Mercer.--The ethics of Confucianism, by H. P. Beach.--The ethics of the Babylonian and Assyrian religion, by G. A. Barton.--The history of Hindu ethics, by E. W. Hopkins.--The ethics of Zoroastrianism, by A. V. W. Jackson.--Early Hebrew ethics, by L. B. Paton.--The ethics of the Hebrew prophets - from Amos to the Deuteronomic reformation, by L. B. Paton.--The ethics of the Greek religion, by P. Shorey.--The ethics of the Gospels, by (...) E. F. Scott.--The ethics of the Pauline epistles, by C. H. Dodd.--Moslem ethics, by J. C. Archer.--The moral values of religion, by E. H. Sneath. (shrink)