An increase in global violence has forced the displacement of more than 70 million people, including 26 million refugees and 3.5 asylum seekers. Refugees and asylum seekers face serious socioeconomic and healthcare barriers and are therefore particularly vulnerable to physical and mental health risks, which are sometimes exacerbated by immigration policies and local social discriminations. Calls for a strong evidence base for humanitarian action have encouraged conducting research to address the barriers and needs of refugees and asylum seekers. Given the (...) role of epigenetics factors to mediate the effect of psychological and environmental exposures, epigenetic modifications have been used as biomarkers for life adversity and disease states. Therefore, epigenetic research can be potentially beneficial to address some of the issues associated with refugees and asylum seekers. Here, we review the value of previous and ongoing epigenetic studies with traumatized populations, explore some of the ethical challenges associated with epigenetic research with refugees and asylees and offer suggestions to address or mitigate some of these challenges. Researchers have an ethical responsibility to implement strategies to minimize the harms and maximize the short and long-term benefits to refugee and asylee participants. (shrink)

Polygamy is associated with lower marital satisfaction and is known to involve sexual, physical, and emotional abuse on the part of the husband. Less is known about the experience of mothers in polygamous families. This study was designed to shed light on the experiences of women in polygamous families in a sample of 80 Israeli Arab mothers living in polygamous families who use social services, domestic violence agencies, and health centers. Mothers were asked to draw their experiences in their families (...) and to provide narratives for the drawings. A phenomenological approach was used to analyze the drawings, and yielded five different pictorial phenomena: (1) pseudo-sweetness, (2) houses, (3) the absentee father and the estranged mother, (4) incorporation of graphic symbols and lettering that represented distress, and (5) growth and development. Most of the drawings were restricted and shallow, indicating a complex emotional state of despair and distress. The central feelings that emerged from the drawings were negative emotions of anger, sadness, loneliness, and powerlessness. While some women longed for romantic relationships with their husbands, others expressed the desire for revenge and justice. Dissociation and parentification, as central coping strategies, emerged from the drawings and the narratives. The findings are discussed theoretically and clinically. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Isocrates' Use of doxaTakis PoulakosEven though Isocrates presents Antidosis as a thorough defense of his educational program, he says very little about it, choosing instead to offer lavish portraits of his own earlier writings, elaborate arguments in defense of his reputation, and painstaking attacks against his competitors. One of the few passages where he speaks directly and explicitly about his educational views concerns the type of teaching of which (...) he approved. "[T]eachers of philosophy," he remarks in an obvious reference to his own instruction, begin their students' training by acquainting them with "all the forms of discourse in which the mind expresses itself." Past this type of training, he goes on to say,when they have made them familiar and thoroughly conversant with these lessons, they set them at exercises, habituate them to work, and require them to combine in practice the particular things which they have learned, in order that they may grasp them more firmly and bring their theories into closer touch with the occasions for applying them —I say "theories," for no system of knowledge can possibly cover these occasions, since in all cases they elude our science. Yet those who most apply their minds to them and are able to discern the consequences which for the most part grow out of them, will most often meet these occasions in the right way. (184)The passage is important for a number of reasons. First, it makes clear that Isocrates conceives learning not so much in terms of possessing a specialized body of knowledge as in knowing how to apply principles to specific situations. Students will be educated in the art of logos, not only when they have become familiar with "all the forms of discourse,," but, more importantly, when they have learned how to apply principles of the art to practical situations. Second, the passage also makes clear that the proper site for applying the principles of the art of logos is the domain of politics. [End Page 61] Teachers of "philosophy" will guide students to apply their knowledge of the art of logos, not in every situation, but in those situations that deal with contingencies and that call for decisions about future courses of action, whose outcome is unknown and whose consequences are unforeseen. Along with many other sections throughout his writings, the passage above offers one more indication that Isocrates' educational program focuses principally on instruction in political or symbouleutic speaking, political discourse or logos politikos. Finally, as the passage states, the domain of situations addressed by his instruction is on the level of contingency and kairos, a domain belonging to the order of doxa, not the order of epistēmē. His teaching of political discourse relies on a method of adjusting opinions and conjectures to specific cases, on bringing doxa in closer proximity to kairos.The passage above, then, sets the conceptual stage for the type of civic education with which Isocrates associates his teaching throughout the Antidosis: the teaching of logos politicos, not for its own sake, but for the purpose of citizenship and statesmanship, an education in speaking well for the purposes of citizenship and statesmanship. By guiding students in how to apply rhetorical principles to practical situations, how to make choices about future courses of action with an eye to potential consequences, and how to adjust choices made to the demands of changing circumstances, he is in fact preparing students to participate in their city's deliberations as citizens. Should they rise to the occasion and be prepared to address the city's problems by submitting the judgments they formulate to the principles of contingency and timeliness, they may very well become leaders of the city one day, capable statesmen or celebrated citizens of the polis.But the passage also leaves several questions unanswered. To begin with, there is the question of the label "philosophy." Does Isocrates use the term philosophia to "denote his rhetoric" (Too 1995, 193) or to suggest an "implicit denial of rhetoric" (Cahn 1989, 134)? Is this label meant to be an act of "appropriating the term 'philosophy'" (Nehamas 1990, 5) or of positing "a contrasting definition of philosophy" (Timmerman 1998, 157)? Can the... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Isocrates' Use of doxaTakis PoulakosEven though Isocrates presents Antidosis as a thorough defense of his educational program, he says very little about it, choosing instead to offer lavish portraits of his own earlier writings, elaborate arguments in defense of his reputation, and painstaking attacks against his competitors. One of the few passages where he speaks directly and explicitly about his educational views concerns the type of teaching of which (...) he approved. "[T]eachers of philosophy," he remarks in an obvious reference to his own instruction, begin their students' training by acquainting them with "all the forms of discourse in which the mind expresses itself." Past this type of training, he goes on to say,when they have made them familiar and thoroughly conversant with these lessons, they set them at exercises, habituate them to work, and require them to combine in practice the particular things which they have learned, in order that they may grasp them more firmly and bring their theories into closer touch with the occasions for applying them —I say "theories," for no system of knowledge can possibly cover these occasions, since in all cases they elude our science. Yet those who most apply their minds to them and are able to discern the consequences which for the most part grow out of them, will most often meet these occasions in the right way. (184)The passage is important for a number of reasons. First, it makes clear that Isocrates conceives learning not so much in terms of possessing a specialized body of knowledge as in knowing how to apply principles to specific situations. Students will be educated in the art of logos, not only when they have become familiar with "all the forms of discourse,," but, more importantly, when they have learned how to apply principles of the art to practical situations. Second, the passage also makes clear that the proper site for applying the principles of the art of logos is the domain of politics. [End Page 61] Teachers of "philosophy" will guide students to apply their knowledge of the art of logos, not in every situation, but in those situations that deal with contingencies and that call for decisions about future courses of action, whose outcome is unknown and whose consequences are unforeseen. Along with many other sections throughout his writings, the passage above offers one more indication that Isocrates' educational program focuses principally on instruction in political or symbouleutic speaking, political discourse or logos politikos. Finally, as the passage states, the domain of situations addressed by his instruction is on the level of contingency and kairos, a domain belonging to the order of doxa, not the order of epistēmē. His teaching of political discourse relies on a method of adjusting opinions and conjectures to specific cases, on bringing doxa in closer proximity to kairos.The passage above, then, sets the conceptual stage for the type of civic education with which Isocrates associates his teaching throughout the Antidosis: the teaching of logos politicos, not for its own sake, but for the purpose of citizenship and statesmanship, an education in speaking well for the purposes of citizenship and statesmanship. By guiding students in how to apply rhetorical principles to practical situations, how to make choices about future courses of action with an eye to potential consequences, and how to adjust choices made to the demands of changing circumstances, he is in fact preparing students to participate in their city's deliberations as citizens. Should they rise to the occasion and be prepared to address the city's problems by submitting the judgments they formulate to the principles of contingency and timeliness, they may very well become leaders of the city one day, capable statesmen or celebrated citizens of the polis.But the passage also leaves several questions unanswered. To begin with, there is the question of the label "philosophy." Does Isocrates use the term philosophia to "denote his rhetoric" (Too 1995, 193) or to suggest an "implicit denial of rhetoric" (Cahn 1989, 134)? Is this label meant to be an act of "appropriating the term 'philosophy'" (Nehamas 1990, 5) or of positing "a contrasting definition of philosophy" (Timmerman 1998, 157)? Can the... (shrink)

THOMAS AQUINAS INSISTS that there are two different ways to attain correct judgment. One is by way of “perfect use of reason,” and another is by way of “connaturality”.

In lieu of an abstract, here is a brief excerpt of the content:Isocrates' Use of doxaTakis PoulakosEven though Isocrates presents Antidosis as a thorough defense of his educational program, he says very little about it, choosing instead to offer lavish portraits of his own earlier writings, elaborate arguments in defense of his reputation, and painstaking attacks against his competitors. One of the few passages where he speaks directly and explicitly about his educational views concerns the type of teaching of which (...) he approved. "[T]eachers of philosophy," he remarks in an obvious reference to his own instruction, begin their students' training by acquainting them with "all the forms of discourse in which the mind expresses itself." Past this type of training, he goes on to say,when they have made them familiar and thoroughly conversant with these lessons, they set them at exercises, habituate them to work, and require them to combine in practice the particular things which they have learned, in order that they may grasp them more firmly and bring their theories into closer touch with the occasions for applying them —I say "theories," for no system of knowledge can possibly cover these occasions, since in all cases they elude our science. Yet those who most apply their minds to them and are able to discern the consequences which for the most part grow out of them, will most often meet these occasions in the right way. (184)The passage is important for a number of reasons. First, it makes clear that Isocrates conceives learning not so much in terms of possessing a specialized body of knowledge as in knowing how to apply principles to specific situations. Students will be educated in the art of logos, not only when they have become familiar with "all the forms of discourse,," but, more importantly, when they have learned how to apply principles of the art to practical situations. Second, the passage also makes clear that the proper site for applying the principles of the art of logos is the domain of politics. [End Page 61] Teachers of "philosophy" will guide students to apply their knowledge of the art of logos, not in every situation, but in those situations that deal with contingencies and that call for decisions about future courses of action, whose outcome is unknown and whose consequences are unforeseen. Along with many other sections throughout his writings, the passage above offers one more indication that Isocrates' educational program focuses principally on instruction in political or symbouleutic speaking, political discourse or logos politikos. Finally, as the passage states, the domain of situations addressed by his instruction is on the level of contingency and kairos, a domain belonging to the order of doxa, not the order of epistēmē. His teaching of political discourse relies on a method of adjusting opinions and conjectures to specific cases, on bringing doxa in closer proximity to kairos.The passage above, then, sets the conceptual stage for the type of civic education with which Isocrates associates his teaching throughout the Antidosis: the teaching of logos politicos, not for its own sake, but for the purpose of citizenship and statesmanship, an education in speaking well for the purposes of citizenship and statesmanship. By guiding students in how to apply rhetorical principles to practical situations, how to make choices about future courses of action with an eye to potential consequences, and how to adjust choices made to the demands of changing circumstances, he is in fact preparing students to participate in their city's deliberations as citizens. Should they rise to the occasion and be prepared to address the city's problems by submitting the judgments they formulate to the principles of contingency and timeliness, they may very well become leaders of the city one day, capable statesmen or celebrated citizens of the polis.But the passage also leaves several questions unanswered. To begin with, there is the question of the label "philosophy." Does Isocrates use the term philosophia to "denote his rhetoric" (Too 1995, 193) or to suggest an "implicit denial of rhetoric" (Cahn 1989, 134)? Is this label meant to be an act of "appropriating the term 'philosophy'" (Nehamas 1990, 5) or of positing "a contrasting definition of philosophy" (Timmerman 1998, 157)? Can the... (shrink)

Le codex Q. 13 de la bibliothèque cathédrale de Worcester contient un commentaire anonyme inédit sur le premier livre de l’ Éthique à Nicomaque. L’édition est précédée d’une introduction historique et doctrinale. Ce commentaire peut être rapproché des commentaires dits « averroïstes », c’est-à-dire les commentaires parisiens sur l’ Éthique de la deuxième moitié du xiii e siècle et, surtout, de celui de Jean de Tytynsale, maître à la Faculté des Arts d’Oxford dans la deuxième moitié du xiii e siècle. (...) L’analyse doctrinale et stylistique ainsi que l’étude du manuscrit permettent d’affirmer que le commentaire a été rédigé entre 1272 et 1295, vraisemblablement par un maître de la Faculté des Arts d’Oxford. (shrink)

Boethius, the Roman philosopher, was executed for treason and pilloried by modern scholars for misinterpreting Aristotle to the West. This book examines his semantics and logic, attempting to clear his name and lend him new credence.

Anicius Manlius Seuerinus Boethius has been regarded one of the major sources of Platonism in the Middle Ages, and the influence of different Platonists on his thought has been widely discussed. In his Aristotelian commentaries, however, Boethius rejects Platonists’ opinions while saying that Aristotle and Plato essentially agree. Boethius may have intended to show the agreement he saw, but did not provide any explanation in his works. In this article, I consider how Boethius could have seen such an agreement. While (...) reexamining past remarks about Platonism in Boethius, I conclude that he adopts Porphyry’s view that Aristotelian logic functions as a step toward the metaphysical appreciation of the universe, which Platonists consider to be the most essential form of philosophy. However, Boethius follows Iamblichus in holding that the highest level of metaphysical appreciation involves mathematization. (shrink)

The paper examines the ethical and legal challenges of making decisions for previously competent patients and the role of advance directives and legal representatives in light of the Oviedo Convention. The paper identifies gaps in the Convention that result in conflicting instructions in cases of a disagreement between the expressed prior wishes of a patient, and the legal representative. The authors also examine the legal and moral status of informally expressed prior wishes of patients unable to consent. The authors argue (...) that positivist legal reasoning is insufficient for a consistent interpretation of the relevant provisions of the Convention and argue that ethical argumentation is needed to provide guidance in such cases. Based on the ethical arguments, the authors propose a way of reconciling the apparent inconsistencies in the Oviedo Convention. They advance a culturally sensitive approach to the application of the Convention at the national level. This approach understands autonomy as a broader, relational consent and emphasizes the social and cultural embeddedness of the individual. Based on their approach, the authors argue that there exists a moral obligation to respect the prior wishes of the patient even in countries without advance directives. Yet it should be left to the national legislations to determine the extent of this obligation and its concrete forms. (shrink)

科学に代表される“近代の知”は大きな成果を生んだ。しかし今日、その限界も指摘されはじめている。人間存在の多面的な現実に即した“臨床の知”が構築されねばならない。著者の積年の思索の結実である本書は、人間 の知のあり方に新たな展望を開き、脳死や臓器移植などの医学的臨床の問題にたいしても明快な視点を提供する。.

The paper examines the ethical and legal challenges of making decisions for previously competent patients and the role of advance directives and legal representatives in light of the Oviedo Convention. The paper identifies gaps in the Convention that result in conflicting instructions in cases of a disagreement between the expressed prior wishes of a patient, and the legal representative. The authors also examine the legal and moral status of informally expressed prior wishes of patients unable to consent. The authors argue (...) that positivist legal reasoning is insufficient for a consistent interpretation of the relevant provisions of the Convention and argue that ethical argumentation is needed to provide guidance in such cases. Based on the ethical arguments, the authors propose a way of reconciling the apparent inconsistencies in the Oviedo Convention. They advance a culturally sensitive approach to the application of the Convention at the national level. This approach understands autonomy as a broader, relational consent and emphasizes the social and cultural embeddedness of the individual. Based on their approach, the authors argue that there exists a moral obligation to respect the prior wishes of the patient even in countries without advance directives. Yet it should be left to the national legislations to determine the extent of this obligation and its concrete forms. (shrink)

The general and sports psychology research is limited regarding the difference between the effects of verbal encouragement or compliment methods during high-intensity functional exercise testing. The purpose of this study was to explore the effects of VE and compliments on the performance of the repeated change-of-direction sprint test. A total of 36 male students in secondary school participated voluntarily in the study. They were divided equally into three homogeneous groups [VE group, compliment group, and control group) and performed a standardized (...) one repetition RCOD. The RCOD test consisted of a 100°change in the direction at every 4 m. Outcomes included performance indices, rating of perceived exertion, and feeling scale scores. VE and the compliment increased the performance indices and RPE compared with the control group. In conclusion, VE during the exercise testing would be more beneficial for optimal performance and RPE compared with the compliment and control groups. However, the moods, during RCOD, reproduce more positively during compliment conditions than the VE and control groups. (shrink)

Background End-of-life decisions for neonates with adverse prognosis are controversial and raise ethical and legal issues. In Greece, data on physicians’ profiles, motivation, values and attitudes underlying such decisions and the correlation with their background are scarce. The aim was to investigate neonatologists' attitudes in Neonatal Intensive Care Units and correlate them with self-reported practices of end-of-life decisions and with their background data. Methods A structured questionnaire was distributed to all 28 Neonatal Intensive Care Units in Greece. One hundred and (...) sixty two out of 260 eligible physicians answered anonymously the questionnaire. Demographic and professional characteristics, self-reported practices and opinions were included in the questionnaire, along with a questionnaire of 12 items measuring physicians’ attitude and views ranging from value of life to quality of life approach. Results Continuation of treatment in neonates with adverse prognosis without adding further therapeutic interventions was the most commonly reported EoL practice, when compared to withdrawal of mechanical ventilation. Physicians with a high attitude score were more likely to limit, while those with a low score were more likely for continuation of intensive care. Physicians’ educational level, involvement in research, religion and position on the existing legal framework were factors that affected the attitude score. Conclusions Physicians presented with varying end-of-life practices. Limiting interventions in neonates with poor prognosis was strongly related to their attitudes. The most important predictors for physicians' attitudes were religiousness and belief for Greek legal system reform. (shrink)

Towards an Inclusive Democracy, it is argued, offers a powerful new interpretation of the history and destructive dynamics of the market and provides an inspiring new vision of the future in place of both neo-liberalism and existing forms of socialism. It is shown how this work synthesizes and develops Karl Polanyi’s characterization of the relationship between society and the market and Cornelius Castoriadis’ philosophy of autonomy. A central component of Fotopoulos’ argument is that social democracy can provide no answer to (...) neo-liberalism, so the only viable alternative to neo-liberalism is the form of inclusive democracy he elaborates. Reviewing Castoriadis’ concept of autonomy, it is argued that while Fotopoulos is certainly correct given the present deformed nature of social democracy, there is no reason to exclude social democracy as such from what Fotopoulos calls the tradition of autonomy. It is suggested that if the working class movement could free itself from the capitalist imaginary and return to its quest for autonomy, a synthesis of a radically reformed social democracy and inclusive democracy could greatly improve the prospects of each to successfully challenge not only neo-liberalism, but also the emerging liberal fascism of USA, Britain and Australia. (shrink)

İbn Sînâ, sonrakilerden bazılarının kâide-i vâhid veya “bir kuralı” (BK) olarak adlandırdığı şeyin sıkı bir savunucusudur. BK’nın ana fikri şunu ifade etmektedir: Birden, doğrudan, yalnızca bir ortaya çıkar. İbn Sînâcı bu kuralın ikincil literatürdeki tartışması genellikle onun hususi bir uygulama alanı yani, sudûr meselesiyle sınırlıdır. Sonuç itibarıyla, BK’nın ne anlama geldiği ve İbn Sînâ’nın onu neden savunduğu kesin değildir. Bu yazıda ben bu meseleyi iki şey yaparak çözmeye çalışmaktayım: Bunlardan biri tasavvur, diğeri ise tasdik açısındandır. İlkin, sadece BK’nın terimlerinin, yani (...) onun özne ve yükleminin ne anlama geldiğini açıklamaktayım. Bunu yaparken, BK’nın dar ve geniş anlamları arasında ayırım yapmakta ve İbn Sînâcı bakış açısından BK’nın kapsamının geniş olduğunu; bunun ise BK’nın fail nedenliğin temel ilkesi olduğu anlamına geldiğini göstermekteyim. Bu sebepledir ki, farklı bağlamlarda önemli felsefî tezleri inşa etmede bu kurala başvurulmuştur. İkinci olarak, İbn Sînâ’nın el- Mübâhasât’ta BK’na dair sunduğu argümanı değerlendirmekteyim. Bu argümanı açıklarken onun bazı gerçekçi varsayımlarını ortaya çıkarmaktayım. Sonrasında, ilk olarak Behmenyâr tarafından öne sürülen ve daha sonrasında Fahreddin er-Râzî tarafından yaygınlaştırılan bir eleştiri ışığında bu meseleyi daha açık hale getirmekteyim. Devamında İbn Sînâ’nın, söz konusu argümanın öncülleri içerisinde, gündeme getirilen itirazları karşılayacak dayanaklarının olup olmadığına bakarak bir sonuca varmaktayım. (shrink)