All living human beings have the moral right not to be denied reasonable help in life threatening situations. Disasters take on many forms, but their consequences for individuals may be prolonged and stretch into the next generation. We have a moral obligation to create a better life for people by speaking out and trying to prevent man-made disasters and their consequences. To do this the commitment to life and its value must be reinforced. A number of suggestions are made, particularly (...) in relation to the role of nurses. Toutes les personnes ont le droit moral de recevoir l'aide raisonable dans des situations menaceant à la vie. Des désastres se présentent sous multiples formes, mais leur conséquences peuvent être prolongées pour des individus jusqu'à la prochaine génération. Nous avons une obligation morale de créér une meilleure vie pour tous les peuples en parlant en faveur de la prévention de désastres et leur conséquences. Un engagement à la vie et ses valeurs doit donc être renforcé. Quelques suggestions concernant le rôle des infirmiers/eres sont faites ici. Alle lebenden Menschen haben das morlaische Recht, in lebensdrohenden Situationen angemessene Hilfe zu erhalten. Katastrophen sind vielseitig, aber ihre Konsequenzen können sich für einzelne Menschen verlängern bis in die nächste Generation. Wir haben eine moralische Verpflichtung, ein besseres Leben zu erarbeiten für alle Menschen, in dem wir eintreten um künstliche Katastrophen und deren Konsequenzen zu verhüten. Eine Verpflichtung zum Leben und seinen Werten muss deshalb verstärkt werden. Eine Anzahl von Vorschlagen, besonders was die Rolle des Krankenpflegepersonals anbetricht, sind hier gemacht. (shrink)

Commentators on the ethics of translational research find it morally problematic. Types of translational research are said to involve questionable benefits, special risks, additional barriers to informed consent, and severe conflicts of interest. Translational research conducted on the global poor is thought to exploit them and increase international disparities. Some commentators support especially stringent ethical review. However, such concerns are grounded only in pre-approval translational research (now called T1 ). Whether or not T1 has these features, translational research beyond approval (...) ( T2 : phase IV, health services, and implementation research) is unlikely to and, when conducted on the global poor, may support development. Therefore, insofar as T1 is morally problematic, and no independent objections to T2 exist, the ethics of translational research is diverse: while some translational research is problematic, some is not. Funding and oversight should reflect this diversity, and T2 should be encouraged, particularly when conducted among the global poor. (shrink)

Commentators on the ethics of translational research find it morally problematic. Types of translational research are said to involve questionable benefits, special risks, additional barriers to informed consent, and severe conflicts of interest. Translational research conducted on the global poor is thought to exploit them and increase international disparities. Some commentators support especially stringent ethical review. However, such concerns are grounded only in pre-approval translational research. Whether or not T1 has these features, translational research beyond approval is unlikely to and, (...) when conducted on the global poor, may support development. Therefore, insofar as T1 is morally problematic, and no independent objections to T2 exist, the ethics of translational research is diverse: while some translational research is problematic, some is not. Funding and oversight should reflect this diversity, and T2 should be encouraged, particularly when conducted among the global poor. (shrink)

Der Forschung gelaufig ist die Rede von einer ersten (5./4. Jh. v. Chr.) und der sog. Zweiten Sophistik (2. Jh. n. Chr). Aber auch die Literatur des Hellenismus und der fruhen Kaiserzeit kennt zahlreiche Sophisten. Der Sophist, verstanden als (schlechter) Lehrer und Redner, Gegenspieler des Philosophen oder Vertreter der griechischen Bildung, bildet deshalb den Dreh-und Angelpunkt der Beitrage, die Schlaglichter auf Orte, Methoden und Personen der Bildungsvermittlung werfen. Die Beitrage zeigen, wie pagane und judische Denker, Platoniker und Stoiker Bildung als (...) Weg zum richtigen Welt- und Gottesverstandnis verstehen. Mit Beitragen von: Christian Fron, Marco Galli, Johann Goeken, Stefanie Holder, Alexandra Michalewski, Peter Scholz, Paul Schubert, Gregory E. Sterling, Werner Urbanz, Beatrice Wys. (shrink)

Background : researchers and sponsors increasingly confront the issue of whether participants in a clinical trial should have post-trial access (PTA) to the trial drug. Legislation and guidelines are inconsistent, ambiguous or silent about many aspects of PTA. Recent research highlights the potential importance of systematic reviews (SRs) of reason-based literatures in informing decision-making in medicine, medical research and health policy. Purpose: to systematically review reasons why drug trial participants should, or need not be ensured PTA to the trial drug (...) and the uses of such reasons. Data sources: databases in science/medicine, law and ethics, thesis databases, bibliographies, research ethics books and included publications’ notes/bibliographies. Publication selection: a publication was included if it included a reason as above. See article for detailed inclusion conditions. Data extraction and analysis: two reviewers extracted and analyzed data on publications and reasons. Results: of 2060 publications identified, 75 were included. These mentioned reasons based on morality, legality, interests/incentives, or practicality, comprising 36 broad (235 narrow) types of reason. None of the included publications, which included informal reviews and reports by official bodies, mentioned more than 22 broad (59 narrow) types. For many reasons, publications differed about the reason’s interpretation, implications and/or persuasiveness. Publications differed also regarding costs, feasibility and legality of PTA. Limitations: reason types could be applied differently. The quality of reasons was not measured. Conclusion: this review captured a greater variety of reasons and of their uses than any included publication. Decisions based on informal reviews or sub-sets of literature are likely to be biased. Research is needed on PTA ethics, costs, feasibility and legality and on assessing the quality of reason-based literature. (shrink)

There are many ethical decisions in the practice of health research and care, and in the creation of policy and guidelines. We argue that those charged with making such decisions need a new genre of review. The new genre is an application of the systematic review, which was developed over decades to inform medical decision-makers about what the totality of studies that investigate links between smoking and cancer, for example, implies about whether smoking causes cancer. We argue that there is (...) a need for similarly inclusive and rigorous reviews of reason-based bioethics, which uses reasoning to address ethical questions. After presenting a brief history of the systematic review, we reject the only existing model for writing a systematic review of reason-based bioethics, which holds that such a review should address an ethical question. We argue that such a systematic review may mislead decision-makers when a literature is incomplete, or when there are mutually incompatible but individually reasonable answers to the ethical question. Furthermore, such a review can be written without identifying all the reasons given when the ethical questions are discussed, their alleged implications for the ethical question, and the attitudes taken to the reasons. The reviews we propose address instead the empirical question of which reasons have been given when addressing a specified ethical question, and present such detailed information on the reasons. We argue that this information is likely to improve decision-making, both directly and indirectly, and also the academic literature. We explain the limitations of our alternative model for systematic reviews. (shrink)

Medical science is advancing all the time. Researchers are constantly trying to find new ways to help people to have long and healthy lives. Thanks to their work, doctors today can cure diseases, lessen pain, replace unhealthy limbs or organs, and help infertile couples have children. Doctors can even keep seriously ill people alive against all odds. But not everyone is enamored with advances in medicine. They question whether it is appropriate to prolong life in all cases, or believe that (...) certain treatments have been developed unethically. This book looks at how the ways that doctors treat the sick are developed, and examines some of the questions that are raised by advances in medical science. (shrink)

Der Teppich der Kultur und Sprache, der Praxen und Normen, der Ideen, Geschichte und Wissenschaften, der den Hintergrund unserer Gegenwart bildet, ist an vielen Stellen zerschlissen und in einem Zustand der Auflösung begriffen. Unser ganzes Handeln ist darauf gerichtet, diesen Teppich zu restaurieren. Vor welchem Hintergrund ist Handeln uns möglich und wie ist dieser Handlungshintergrund offen für unsere handelnde Einflussnahme? Dieses Buch untersucht Als-ob-Strukturen nach Hans Vaihinger und fügt sie ein in die Rekonstruktion gesellschaftlicher Wirklichkeit nach John R. Searle, denn (...) ein heuristischer Fiktionsbegriff ist zur Erklärung des Handlungshintergrundes unerlässlich. (shrink)

Objectives: To report the attitudes and opinions of subjects in US clinical trials about whether or not, and why, they should receive post-trial access (PTA) to the trial drug, care and information. Design: Focus groups, short self-administered questionnaires. Setting: Boston, Dallas, Detroit, Oklahoma City. Participants: Current and recent subjects in clinical trials, primarily for chronic diseases. Results: 93 individuals participated in 10 focus groups. Many thought researchers, sponsors, health insurers and others share obligations to facilitate PTA to the trial drug, (...) if it benefited the subject, or to a therapeutic equivalent. Some thought PTA obligations include providing transition care (referrals to non-trial physicians or other trials, limited follow-up, short-term drug supply) or care for long-term adverse events. Others held, in contrast, that there are no PTA obligations regarding drugs or care. However, there was agreement that former subjects should receive information (drug name, dosage received, market approval date, long-term adverse effects, trial results). Participants frequently appealed to health need, cost, relationships, reciprocity, free choice and sponsor self-interest to support their views. Many of their reasons overlapped with those commonly discussed by bioethicists. Conclusion: Many participants in US trials for chronic conditions thought there are obligations to facilitate PTA to the trial drug at a “fair” price; these views were less demanding than those of non-US subjects in other studies. However, our participants’ views about informational obligations were broader than those of other subjects and many bioethicists. Our results suggest that the PTA debate should expand beyond the trial drug and aggregate results. (shrink)

When research concludes, post-trial access to the trial intervention or standard healthcare can be crucial for participants who are ill such as those in resource-poor countries with inadequate healthcare, British participants testing ‘last-chance drugs’ unavailable on the National Health Service and underinsured US participants. Yet, many researchers are unclear about their obligations regarding the post-trial period, and many research ethics committees do not know what to require of researchers. Consequences include participants who reasonably expect but lack PTA to the trial (...) intervention, unplanned financial liabilities for NHS Trusts forced to fund this, negative press and potential to undermine public trust.1–3,iOne reason for the lack of clarity is controversy over whether and when participants should have access, after the study, to the study intervention. At one extreme is the view that continued access should be ensured when the intervention has benefited the participant or when it has proven safe and effective for the participant population, irrespective of the cost and burden of ensuring continued access. At the other extreme is the view that continued access need never be provided so long as non-availability of the study intervention post-trial was adequately disclosed when participants were invited to participate.6 There is also disagreement about when poststudy access to the study intervention should be considered beneficial for participants. The spectrum ranges from the view that the intervention should be regarded as beneficial for a proposed use only after the …. (shrink)

I focus on two main points in Ian Proops’s reading of Kant’s Paralogisms of Pure Reason: the structure of the paralogisms in the A edition of the Critique of Pure Reason, and the changes in Kant’s exposition of the paralogisms from A to B. I agree with Proops that there are defects in the A exposition and that Kant attempted to correct those defects in B. But I argue that Proops fails to give its due to what remains fundamental in (...) both editions: Kant’s criticism of the rational psychologist’s confusion between the subjective (albeit universally subjective) standpoint thinkers have on themselves just in virtue of thinking, and the objective, metaphysical standpoint on a thinking thing. In short, Proops fails to give sufficient attention to Kant’s opening statement in the Paralogisms of Pure Reason: ‘“I think” is the sole text of rational psychology’. (shrink)

A common reason for giving research participants post-trial access to the trial intervention appeals to reciprocity, the principle, stated most generally, that if one person benefits a second, the second should reciprocate: benefit the first in return. Many authors consider it obvious that reciprocity supports PTA. Yet their reciprocity principles differ, with many authors apparently unaware of alternative versions. This article is the first to gather the range of reciprocity principles. It finds that: most are false. The most plausible principle, (...) which is also problematic, applies only when participants experience significant net risks or burdens. Seldom does reciprocity support PTA for participants or give researchers stronger reason to benefit participants than equally needy non-participants. Reciprocity fails to explain the common view that it is bad when participants in a successful trial have benefited from the trial intervention but lack PTA to it. (shrink)

Care after research is for participants after they have finished the study. Often it is NHS-provided healthcare for the medical condition that the study addresses. Sometimes it includes the study intervention, whether funded and supplied by the study sponsor, NHS or other party. The NHS has the primary responsibility for care after research. However, researchers are responsible at least for explaining and justifying what will happen to participants once they have finished. RECs are responsible for considering the arrangements. There are (...) ethical and practical issues, in particular when participants may wish to continue on the study intervention after the study. There are also various guidelines and legislation. This document presents a framework of questions to help NHS RECs and their applicants. Information on this document’s development is here. (shrink)

"Kant and the Capacity to Judge" will prove to be an important and influential event in Kant studies and in philosophy.

Resumen Ésta es la primera traducción al español de las guías “Atención después de la investigación: un marco para los comités de ética de investigación del National Health Service (NHS) (borrador versión 8.0)”. El documento afirma que existe una fuerte obligación moral de garantizar que los participantes enfermos de un estudio clínico hagan una transición después del estudio hacia una atención de la salud apropiada. Con “atención de la salud apropiada” se hace referencia al acceso para los participantes a la (...) atención de la salud, proporcionada principalmente por el National Health Service (en adelante NHS), el sistema de salud del Reino Unido, y/o a la intervención en estudio, también llamada producto o tratamiento en investigación. Las guías “Atención después de la investigación” están dirigidas principalmente a los miembros de los 79 comités de ética de investigación del NHS y a quienes presentan sus estudios de investigación ante estos comités. Se trata de un documento borrador muy avanzado, trabajado en numerosas reuniones, durante más de 3 años, que ha sido discutido por participantes de estudios y miembros de la comunidad, miembros y presidentes de comités de ética de investigación del Reino Unido, especialistas internacionales en ética de la investigación, representantes de la industria y otras partes interesadas. La redacción de las guías es producto de la colaboración de Neema Sofaer y Penney Lewis, ambas investigadoras del King’s College London, en el Centre of Medical Law and Ethics del Dickson Poon School of Law, y Hugh Davies, Asesor en Ética de la Investigación de la Health Research Authority (HRA) del NHS. El traductor del presente documento, Ignacio Mastroleo, participó del workshop en la Fundación Brocher (Ginebra, Suiza, diciembre de 2011) donde se revisó el borrador versión 7.0 y contribuyó en la revisión del borrador de la versión 8.0 durante el 2012. -/- Abstract This is the first Spanish translation of the guidelines “Care after research: a framework for NHS RECs (8th draft)”. The document states that there is a strong moral obligation to ensure that participants in a clinical study who are ill transition after the study to appropriate healthcare. The terms "appropriate healthcare" refer to participants’ access to health care, mainly provided by the National Health Service (NHS), the health system in the UK, and/or to the intervention study also named investigational treatment or product. The guides "Care after research" are mainly directed to members of the 79 NHS committees of research ethics (RECs) and to those who submit their research to these committees. This is a very advanced draft document, worked in several meetings, for more than three years, that has been discussed with study participants and community members, members and chairs of RECs in the UK, international specialists in research ethics, industry representatives and other stakeholders. The drafting of the guidelines is the result of the collaboration of Neema Sofaer and Penney Lewis, both researchers at King's College London, at the Centre of Medical Law and Ethics of Dickson Poon School of Law, and Hugh Davies, Research Ethics Advisor of the Health Research Authority (HRA) of the NHS. The translator of this document, Ignacio Mastroleo, attended the workshop at the Brocher Foundation (Geneva, Switzerland, December 2011) where draft version 7.0 was revised and contributed in the revision of draft version 8.0 during 2012. (shrink)

An outstanding feature of the study of nursing ethics is that it raises questions concerning moral virtue, conscience, consistency and character. A considerable section of the literature is devoted to ideas of how best to teach ethics to health professionals. It has been shown that when faced with ethical dilemmas nurses tended to rely on intuition and instinct to resolve them, with little systematic analysis to help the process. Nurses who have been in practice for a number of years may (...) experience particular difficulties in resolving ethical dilemmas, for although they may be able easily to identify ethical problems they may feel powerless to behave appropriately through lack of theoretical background and/or confidence in participating in informed debate. An educational programme was designed to meet the needs of mature registered nurses who were undertaking a post-qualification part-time honours degree in nursing studies. A variety of teaching methods were employed in teaching the nurses. These included discussion, student-led seminars, structured debate and role play. A session which dealt with sudden death and organ donation is described in some detail. Because the topic involved communication between professionals and patients and/or relatives and was linked with ethics, role play was used to explore the dynamics in these areas. The participants were invited to act out the situation as they felt it might occur. Role play highlighted the stress and shock attached to such an experience. Before working through the dynamics of a situation the nurses were conscious of being part of decision-making 'in the cold' and 'in isolation'. As a result of the experiential learning they felt more able to reflect analytically and to participate in discussions in an informed and articulate way. (shrink)

Surveys were conducted at two metta meditation retreats in order to examine the psychological effects of metta meditation. Participants were invited to complete the survey at the beginning of the retreat, at the end of the retreat, and two weeks after the end of the retreat. Participants completed the same scales at each time phase, which included measures of happiness, compassionate love, revenge and avoidance motivation, gratitude, and a depression, anxiety and stress scale. Significant increases were found in happiness and (...) compassionate love, reductions in avoidance and revenge, and reductions on the depression, anxiety and stress subscales. (shrink)

This dissertation proposes a new reading and appraisal of an important theory of distributive justice, Ronald Dworkin's "Equality of Resources" . ER is traditional in holding that choices made by rational, ignorant and purely self-interested beings are relevant to distributive justice. ER is novel both in its use of such choices and in incorporating the idea that one's success is largely one's own responsibility into liberal egalitarianism. ;I argue that the tax-and-redistribution scheme Dworkin proposes to make actual distributions just is (...) flawed because he misconceives the role of choice. He errs in thinking that the conditions for person X to receive compensation depend on the choices of such beings, although he is right, I argue, insofar as the relevant choices include X's hypothetical choices. Dworkin errs in that ER implies that whether X meets these conditions can depend on X's irrational choices, although he is right that whether X meets these conditions can depend on some of X's actual choices. ER becomes flawed, I argue, when Dworkin derives a tax-and-redistribution scheme designed to achieve distributive justice in reality from the auction he proposes for making hypothetical distributions just. ;I then consider whether ER withstands stock objections and how plausible it is relative to rival Theories. Dworkin argues that ER, but not Rawls' Theory, meets the following condition for a Theory to be plausible: the distributions a Theory deems just must be sensitive to choices. I argue that Dworkin's argument is no longer plausible once we realize to which choice sensitivity principle he is himself committed. However, I argue, Seana Shiffrin's objection to ER fails because she misunderstands the role of choice in ER, although she is right insofar as there is a related, though superficial, objection. I also argue that ER is inconsistent and show how to resolve this inconsistency without leaving ER vulnerable to attack by G. A. Cohen's rival Theory. I trace ER's inconsistency and the failure of Dworkin's argument against Rawls' Theory to Dworkin's method of justification. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] by Irmgard MerktBeatrice McNamaraIrmgard Merkt, Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] (Regensburg: Conbrio, 2019)Irmgard Merkt, a German music education scholar, is a pioneer of intercultural music education with regard to the development of the concept Schnittstellensansatz, literally “interface approach,” as (...) an initial concept of intercultural music education in the 1980s. Her book Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] is a new philosophy of music education for schools, in which children and young people with and without disabilities as well as children and young people from the most diverse milieus and cultural backgrounds share a learning space.1 Merkt advocates for a broad concept of inclusion that refers both to the inclusion of children with different skills and abilities on a physiological and psychological level along with the integration of pupils from different cultures of origin. The overriding goal for the author is recategorization,2 which makes the terms “common school,” “school for all” or “inclusive music instruction” obsolete and which allows pupils to attend a kind of school and a kind of music education [End Page 187] that is inherently inclusive. Merkt even goes as far as promoting the dissolution of subject-specific margins of music education and establishing an omnipresence of music in everyday school life instead.3 However, I think it should be pointed out that completely dissolving or dismissing music education into interdisciplinarity or integrating music education into subject groups such as Aesthetic Education,4 would be compliant with attempts made on the level of educational policy in order to reduce the quantity of qualified music teaching within the curriculum.5 Nevertheless, Merkt’s critique of the German school system is nothing short of appropriate in view of the prevalent system-immanent character of exclusion as the recent Programme for International Student Assessment-report of 2018 reveals.6 Furthermore, it is essential to draw conclusions as to the extent to which music instruction can do justice to the diversity of the student body, both on an integrative and on an inclusive level.The first chapter of Musik–Vielfalt–Integration–Inklusion offers an overview of past and present viewpoints on the topic of inclusion. Ensuing, the second chapter outlines the evolution of music education and teacher training in view of students with special needs. Chapter Three focuses on integration, Chapter Four traces the lines of development in the field of intercultural music pedagogy, while in Chapter Five Merkt advocates an encompassing culture of recognition in which educators, learners, and different music cultures are acknowledged to an equal extent. In Chapter Six the author delves into the very beginning of music and its coincidence with the evolution of humanity from homo sapiens to homo musicus through the lens of science and musicology. The seventh chapter of the book constitutes a synopsis of the main ideas which are then amalgamated into the concept of “Mit einer Frage um die Welt” [around the world with one question].A key tenet of Merkt’s publication is decategorization. The term inclusion, going back to its Latin origin of inclusio or includere is bound to the existence of its antonym exclusion. Despite endeavors nowdays to reverse the term’s meaning from reclusion to all-embracing,7 efforts to establish inclusion would not be necessary without exclusionary preconditions. On a terminological level, the expression inclusion implicates that there is an existing dualism between an inclusive or enclosed in-group and an exclusive or excluded out-group. This close and inextricable linkage between the existence of inclusion and exclusion, shows the importance of Merkt’s endeavor of highlighting efforts and development of decategorization, both on a terminological and legislative level, as well as on the ideological level. She is portraying concepts of thinking and acting in view of disability as a recurring process of progression and regression in reference to exclusionary... (shrink)

The portrayal of sexuality in folktale course-books that are prescribed for secondary school learners in Zimbabwe is indeed a cause for concern. Not much attention, if any, has been given to exploring the portrayal of ‘sexuality’ especially in ChiShona prescribed course-books. This article qualitatively explored through content and discourse analysis the portrayal of ‘sexuality’ in folktales prescribed course-books based on an Afrocentric perspective of Unhu and Ubuntu. The study sought to determine whether course-books are an asset or a liability for (...) the socialisation of learners of both genders especially at the critical adolescence stage of development. This undertaking assessed gender attributes, norms, values, and behaviour patterns proffered in school course-books. The examination of the ‘sexuality’ portrayed in these course-books was based on the assumption that education is value-laden. The gender value inherent in these course-books being a vaccine for the social ills like gender inequalities bedevilling Shona communities. The major finding was that the portrayal of ‘sexuality’ in the course-books analysed in this study shows that they are more of a liability. The article recommended a gender discourse that evaluates and critically analyses the gender portrayals in the course-books to avoid losing the gender equality milestones achieved so far in Zimbabwe.Contribution: The study examined sexuality sensibilities secondary school learners are exposed to through the authority of folktale prescribed course-books: Hodza’s (1983) Ngano Dzamatambidzanwa and Fortune’s (ed. 1983) Ngano Volume 4. It adopted the Afrocentric perspective of Unhu and Ubuntu to assess the impact of these instructional materials on the learners’ socialisation processes. (shrink)

This study investigated visual statistical learning (VSL) in 24 deaf signers and 24 hearing non‐signers. Previous research with hearing individuals suggests that SL mechanisms support literacy. Our first goal was to assess whether VSL was associated with reading ability in deaf individuals, and whether this relation was sustained by a link between VSL and sign language skill. Our second goal was to test the Auditory Scaffolding Hypothesis, which makes the prediction that deaf people should be impaired in sequential processing tasks. (...) For the VSL task, we adopted a modified version of the triplet learning paradigm, with stimuli presented sequentially across space and time. Results revealed that measures of sign language skill (sentence comprehension/repetition) did not correlate with VSL scores, possibly due to the sequential nature of our VSL task. Reading comprehension scores (PIAT‐R) were a significant predictor of VSL accuracy in hearing but not deaf people. This finding might be due to the sequential nature of the VSL task and to a less salient role of the sequential orthography‐to‐phonology mapping in deaf readers compared to hearing readers. The two groups did not differ in VSL scores. However, when reading ability was taken into account, VSL scores were higher for the deaf group than the hearing group. Overall, this evidence is inconsistent with the Auditory Scaffolding Hypothesis, suggesting that humans can develop efficient sequencing abilities even in the absence of sound. (shrink)

War has been conceptualised from a military perspective, but also from ethical, legal, and philosophical viewpoints. These different analytical perspectives are all necessary to understand the many dimensions war, the continua on which war is situated - from small-scale to large-scale, from limited in time or long, from less to extremely destructive, with varying aims, and degrees of involvement of populations. Western civilisations have conceptualised war in binary ways denying the variety of manifestations of war along these continua. While binary (...) definitions are necessary to capture different conditions legally, they hamper analysis. The binaries include inter-State and intestine war, just war and unjust war, citizen-soldiers and professionals, civilians and combatants. Yet realities have mostly straddled such demarcations. Even citizen-armies have usually included professionals, civilians have been treated as enemies and sometimes even formally defined as enemies, and rules have not conformed with binary distinctions, if they were respected at all. While customary rules governing the conduct of war have been turned into International Law, this is the only aspect of war that has developed in a fairly linear way, while the rise, disappearance, and renaissance of the just war tradition has been anything but linear. This non-linearity also applies to the brutality with which war has been fought, especially towards civilians, who for long stretches of European history must have been the main victims of war, notwithstanding increasing protection they were afforded in theory by customary law. To understand war, we must shed some of these binaries. (shrink)

This paper explores some key texts of Virginia Woolf in the context of Deleuzian concepts. Using a close reading style, it shows how the prose poetry in Mrs Dalloway engages a complex interplay of repetition and difference, resulting in a remarkably similar model of the three syntheses of time as Deleuze understands them. It subsequently explores Woolf's technical processes in a key passage from To the Lighthouse, showing how the prose-poetic technique systematically undoes the structures of logical fact and rationality (...) inscribed in both language and everyday speech to an extremely precise level. (shrink)

There are striking structural similarities between Freud's ego and Kant's transcendental unity of apperception, which for Kant grounds our use of ‘I’ in ‘I think’. There are also striking similarities between Freud's superego and Kant's account of the mental structure that grounds our use of ‘I’ in the moral ‘I ought to’. The paper explores these similarities on three main points: the conflict of motivations internal to the mind, the relation between discursive and pre‐discursive representation of moral motivation, and the (...) unconscious character of moral motivation. The suggestion is that Freud offers resources for a naturalized account of just those features of our moral motivation that, according to Kant, seem to make it least amenable to a naturalistic explanation. How much of a revision of Kant's analysis of moral justification is thereby entailed is beyond the purview of the paper. (shrink)

In the theoretical framework developed by Y. Lenoir and his colleagues, Bourdieu’s concept of habitus is fundamental to explaining the tacit aspect of teaching practices. This article takes a critical look at the connection the framework makes between the concept of habitus and that of embedded skills, which is derived from French ergonomic psychology. Our primary objective is to examine the relevance and the limitations of this connection, with specific focus on its methodological implications. Our results indicate that a cognitive (...) interpretation of the concept of habitus may contribute significantly to understanding the implicit aspect of professional practices. Dans le cadre théorique élaboré par Y. Lenoir et ses collègues, le concept bourdieusien d’habitus joue un rôle central pour expliquer la dimension tacite des pratiques enseignantes. Cet article propose de porter un regard critique sur le rapprochement proposé dans ce cadre entre le concept d’habitus et celui de compétence incorporée issu de psychologie ergonomique francophone. Notre objectif principal est d’examiner la pertinence et les limites de ce rapprochement, en portant une attention particulière à ses implications méthodologiques. Nos résultats indiquent la pertinence d’une interprétation cognitive du concept d’habitus, contribuant de façon significative à la compréhension de la dimension implicite des pratiques professionnelles. (shrink)

L’objectif de cette communication est d’aborder la question des revues scientifiques du point de vue des chercheurs : dans quelle mesure le système de publication est-il contraignant pour l’activité scientifique et à quel point lui est-il, dans le même temps, indispensable ?\nL’empreinte du système de publication sur l’activité des chercheurs peut s’observer au moins à\ntrois niveaux. Tout d’abord, dès leur apparition, les publications scientifiques ont été le lieu de la mise en place d’une « technologie littéraire », d’une standardisation progressive (...) du mode de présentation des\nrésultats de la recherche, participant ainsi de manière essentielle au processus de légitimation\ndes savoirs scientifiques. Parallèlement, mais sur un plan plus général, le développement d’un\nmarché de l’édition scientifique a contribué à l’organisation de la sphère scientifique en spécialités\net en disciplines, avec leurs frontières et leurs propres normes. Enfin, que ce soit lors de leurs\néchanges, dans le cadre de leurs collaborations mais aussi pour l’évaluation de leurs travaux, les\npublications sont fortement impliquées dans la pratique quotidienne des scientifiques. L’activité\nde publication est alors l’occasion de multiples régulations du travail collectif des chercheurs.\nQuelles sont les transformations que le développement de l’édition numérique peut entraîner à\ntous ces niveaux ? (shrink)

In this post‐sequencing era, geneticists can focus on functional genomics on a much larger scale than ever before. One goal is the discovery and elucidation of the intricate genetic networks that co‐ordinate transcriptional activation in different regulatory circuitries. High‐throughput gene expression measurement using DNA arrays has thus become routine strategy. This approach, however, does not directly identify gene loci that belong to the same regulatory group; e.g., those that are bound by a common (set of) transcription factor(s). Working in yeast, (...) two groups have recently published an elegant method that could circumvent this problem, by combining chromatin immunoprecipitation and DNA microarrays.(1,2) The method is likely to provide a powerful tool for the dissection of global regulatory networks in eukaryotic cells. BioEssays 23:473–476, 2001. © 2001 John Wiley & Sons, Inc. (shrink)

Name der Zeitschrift: Der Islam Jahrgang: 93 Heft: 1 Seiten: 256-261.

_Critique of Violence_ is a highly original and lucid investigation of the heated controversy between poststructuralism and critical theory. Leading theorist Beatrice Hanssen uses Walter Benjamin's essay 'Critique of Violence' as a guide to analyse the contentious debate, shifting the emphasis from struggle to dialogue between the two parties. Regarding the questions of critique and violence as the major meeting points between both traditions, Hanssen positions herself _between_ the two in an effort to investigate what critical theory and poststructuralism (...) have to offer each other. In the course of doing so, she assembles imaginative new readings of Benjamin, Arendt, Fanon and Foucault, and incisively explores the politics of recognition, the violence of language, and the future of feminist theory. This groundbreaking book will be essential reading for all students of continental philosophy, political theory, social studies and comparative literature. Also available in this series: _Essays on Otherness_ Hb: 0-415-13107-3: £50.00 Pb: 0-415-13108-1: £15.99 _Hegel After Derrida_ Hb: 0-415-17104-4: £50.00 Pb: 0-415-17105-9: £15.99 _The Hypocritical Imagination_ Hb: 0-415-21361-4: £47.50 Pb: 0-415-21362-2: £15.99 _Philosophy and Tragedy_ Hb: 0-415-19141-6: £45.00 Pb: 0-415-19142-4: £14.99 _Textures of Light_ Hb: 0-415-14273-3: £42.50 Pb: 0-415-14274-1: £13.99 _Very Little... Almost Nothing_ Pb: 0-415-12821-8: £47.50 Pb: 0-415-12822-6: £15.99. (shrink)