We consider the question of when, given a subset A of M, the setwise stabilizer of the group of automorphisms induces a closed subgroup on Sym(A). We define s-homogeneity to be the analogue of homogeneity relative to strong embeddings and show that any subset of a countable, s-homogeneous, ω-stable structure induces a closed subgroup and contrast this with a number of negative results. We also show that for ω-stable structures s-homogeneity is preserved under naming countably many constants, but under slightly (...) weaker conditions it can be lost by naming a single point. (shrink)

This chapter describes the development of a workshop series focused on helping students develop research lab ethics guidelines. The workshop was developed through a National Science Foundation-funded project that situates ethics education within the research environment. Students in four departments at a private research university were recruited to join a Student Ethics Committee that collaboratively developed context-specific codes-of-ethics-based guidelines for their departments. These bottom-up developed guidelines were revised in an iterative process, including feedback from faculty, other graduate students, and the (...) original Student Ethics Committee. The goal of the workshops was to promote the cultivation of an ethical culture in experimental laboratories by integrating research stakeholders in a bottom-up approach to developing context-specific guidelines and to identify factors that students consider relevant to the ethical conduct of research. After describing the workshop series, this chapter presents a qualitative content analysis of the guidelines. The guidelines developed by the Student Ethics Committees reflect the current culture of experimental labs in these departments and the ethical issues that students think are important. The content of these guidelines and the ethical issues the students focused on contrast in some key ways with what ethical issues faculty who head research groups saw as paramount. The chapter describes the first two iterations of the ethics education workshop module, a qualitative analysis of the first draft of these guidelines, and finally reflects on future work in this area of in situ ethics education. (shrink)

Renaissance magic was an attempt to supply Platonism with a philosophy of nature that could compete with Aristotelian physics. It was expected to heal the increasing breach between science and faith. However, the basic presupposition of every magic worldview, the notion of a living universe, favors immanentism and arguably hastened the rise of secularism. Secularism, it should be noted, was not an identifiable set of theories but a process towards modernity with its correspondent philosophical theology. Three different stages in that (...) development can be shown in the philosophical systems of three famous Renaissance magicians: Henry Cornelius Agrippa, Giordano Bruno, and Tommaso Campanella. (shrink)