The authors claim that disciplinary epistemologies—disciplinary habits of mind and ways of thinking—offer productive lenses for observing teaching practices. Furthermore, they argue that educational developers who draw from multiple epistemologies in combination provide rich evidence with regard to teaching and learning and can speak to academic colleagues from an array of disciplines. Clarity is provided for career paths in educational development for colleagues from academic disciplines who are contemplating part‐ or full‐time work in a teaching center. The authors hope that (...) this opening collection develops into a toolkit and area of inquiry about disciplinary approaches to the practice of educational development. (shrink)

In this paper, we assume that organ donation policy in the United States will continue to be based on an opt-in model, requiring express consent to donate, and that families will continue to have the prerogative to make donation decisions whenever the deceased person has not recorded his or her own preferences in advance. The limited question addressed here is what should be done when a potential donor dies unexpectedly, without any recorded expression of his or her wishes at hand, (...) while a family decision is being sought. (shrink)

Sensation elicited by a skin stimulus was subjectively reported to feel stronger when followed by a stimulus to somatosensory cerebral cortex , even when C was delayed by up to 400 ms or more. This expands the potentiality for retroactive effects beyond that previously known as backward masking. It also demonstrates that the content of a sensory experience can be altered by another cerebral input introduced after the sensory signal arrives at the cortex. The long effective S-C intervals support the (...) thesis that a duration of cortical activity of up to 0.5 s is required before awareness of a sensory stimulus is developed. (shrink)

In recent years a novel picture of Mably's thought has begun to emerge within Anglo-American scholarship, suggesting perhaps a constructive alternative to both the �radical� and the �conservative� interpretations. On this reading, Mably should be seen as neither a proto-socialist nor a reactionary thinker, but as a republican -- a classical republican, in fact, whose writing represents a later Gallic contribution to the political tradition founded by Machiavelli and Harrington.3 In fact, nothing is more obvious to any reader than the (...) absolute centrality of the reference to Graeco-Roman antiquity in his writings, from beginning to end -- with precisely that celebration of the �mixed governments� of Sparta and Rome, and intense preoccupation with the politics of �virtue�, that we have come to associate with the civic humanist tradition. The object of this essay is to provide a brief introduction to this �new� Mably. It will do so chiefly through an examination of a single work, albeit a pivotal one in Mably's career. Entretiens de Phocion, a dialogue first published in 1763, introduced in print for the first time most of the major themes of his mature thought; and it remained by far the most popular work to appear in his lifetime. A brief look at it should give us the opportunity to test the cogency of the civic humanist reading of Mably's thought, as well as to suggest something of thespecific character of the French contribution to the �Atlantic republican tradition�. (shrink)

This study examined perspectives and practices of two secondary social studies teachers who participated in multiple technology integration efforts during their pre-service teacher education program. The study presents similarities and differences of the teachers’ technology use during three distinct phases of their development: methods instruction, student teaching, and post graduation/in-service teaching. The study found that while both teachers continued to use technologies that had been modeled during their teacher preparation, consistent professional development was essential in their development of new and (...) innovative technology integration strategies. Both teachers consistently used technology as a classroom management tool, suggesting that teacher educators should explore potential teaching methods that can promote positive classroom management techniques. Other conclusions and implications for teacher educators are also presented. (shrink)

This research examined ethical responses of public relations preprofessionals to dilemmas they may face later in their careers. Subjects were required to respond to a request for information ordered suppressed by their employer. Results support earlier findings that students expect personal moral?ethical values to override organizational concerns. Implications of the findings are discussed.

Rationality, Symbolism and EvolutionThe Nature of Rationality By Robert Nozick Princeton University Press, 1993. Pp. xvi + 226. ISBN 0–691–07424–0. £19.95No Nonsense RightsThe Realm of Rights By Judith Jarvis Thomson Harvard University Press, 1990. Pp. viii + 383. ISBN 0–674–74948–0. £27.95.In Search of the Common MindThe Common Mind: An Essay on Psychology, Society and Politics By Philip Pettit Oxford University Press, 1993. Pp. xvi + 365. ISBN 0–19–507818–7. £30.In elucidation of the common mind: a reply to Raimo TuomelaRealism, Pure and (...) Simple? A Reply to Timothy Williamson. (shrink)