The 1990s saw a revival of interest in Kierkegaard's thought, affecting the fields of theology, social theory, and literary and cultural criticism. The resulting discussions have done much to discredit the earlier misreadings of Kierkegaard's works.

Across the world people in different societies structure their family relationships in many different ways. These relationships become encoded in their languages as kinship terminology, a word set that maps variably onto a vast genealogical grid of kinship categories, each of which could in principle vary independently. But the observed diversity of kinship terminology is considerably smaller than the enormous theoretical design space. For the past century anthropologists have captured this variation in typological schemes with only a small number of (...) model system types. Whether those types exhibit the internal co-selection of parts implicit in their use is an outstanding question, as is the sufficiency of typologies in capturing variation as a whole. We interrogate the coherence of classic kinship typologies using modern statistical approaches and systematic data from a new database, Kinbank. We first survey the canonical types and their assumed patterns of internal and external co-selection, then present two data-driven approaches to assess internal coherence. Our first analysis reveals that across parents’ and ego’s generation, typology has limited predictive value: knowing the system in one generation does not reliably predict the other. Though we detect limited co-selection between generations, “disharmonic” systems are equally common. Second, we represent structural diversity with a novel multidimensional approach we term kinship space. This approach reveals, for ego’s generation, some broad patterning consistent with the canonical typology, but diversity is considerably higher than classical typologies suggest. Our results strongly challenge the descriptive adequacy of the set of canonical kinship types. (shrink)

The first main result isolates some conditions which fail for the class of graphs and hold for the class of Abelian p-groups, the class of Abelian torsion groups, and the special class of "rank-homogeneous" trees. We consider these conditions as a possible definition of what it means for a class of structures to have "Ulm type". The result says that there can be no Turing computable embedding of a class not of Ulm type into one of Ulm type. We apply (...) this result to show that there is no Turing computable embedding of the class of graphs into the class of "rank-homogeneous" trees. The second main result says that there is a Turing computable embedding of the class of rank-homogeneous trees into the class of torsion-free Abelian groups. The third main result says that there is a "rank-preserving" Turing computable embedding of the class of rank-homogeneous trees into the class of Boolean algebras. Using this result, we show that there is a computable Boolean algebra of Scott rank ${\mathrm{\omega }}_{1}^{\mathrm{C}\mathrm{K}}$. (shrink)

Philip Quinn, John A. O’Brien Professor at the University of Notre Dame from 1985 until his death in 2004, was well known for his work in the philosophy of religion, political philosophy, and core areas of analytic philosophy. Although the breadth of his interests was so great that it would be virtually impossible to identify any subset of them as representative, the contributors to this volume provide an excellent introduction to, and advance the discussion of, some of the questions (...) of central importance to Quinn in the last years of his working life. Paul J. Weithman argues in his introduction that Quinn’s interest and analyses in many areas grew out of a distinctive and underlying sensibility that we might call “liberal faith.” It included belief in the value of a liberal education and in rigorous intellectual inquiry, the acceptance of enduring religious, cultural, and political pluralism, along with a keen awareness of problems posed by pluralism, and a deeply held but non-utopian faith in liberal democratic politics. These provocative essays, at the cutting edge of epistemology, the philosophy of religion, philosophical theology, and political philosophy, explore the tenets of liberal faith and invite continuing engagement with the philosophical issues. “Philip Quinn was admired enormously throughout the world of professional philosophy.... His reputation for rigor, his tireless service to the profession, and his essentially ‘non-dogmatic,’ but philosophically sophisticated faith is widely admired... The essays in this volume are first-rate contemporary philosophy along with an excellent introduction to Quinn’s work.” —_Charles Taliaferro, St. Olaf College_ "The papers that form _Liberal Faith_ give insightful treatments of three types of questions: first, how can we conscientiously believe something when there are many people we admire who do not believe it, and what is the underlying relation here between justification and rationality; second, what does it mean to desire union with God, and can Christians properly believe in the possibility of eternal self-annihilation; third, how should liberal democracy accommodate the religious convictions of its members, whether some comprehensive doctrine such as a religion is required to justify a commitment to human equality, and whether there is an absolute moral prohibition on the state use of torture. The volume has an unusually good introduction putting the papers into dialog with each other and with the work of Philip Quinn. The papers are cohesive because the central themes of Philip Quinn's work hold together into a picture of how Christianity and Liberal Democracy fit together." —_John Hare, Noah Porter Professor of Philosophical Theology, Yale Divinity School _ “This is a collection of high quality essays dealing with various topics related to Philip Quinn’s work. The book makes an original contribution by virtue of its individual papers, each of which is new. These essays will be of interest to scholars and students who followed Quinn’s work, especially in philosophy of religion and political philosophy.“ —_John Greco, The Leonard and Elizabeth Eslick Chair in Philosophy, Saint Louis University _. (shrink)

Ethics and Empowerment is aimed atproviding tactical, high-level solutions to today's business and professionalchallenges. Gathering together experts in various fields, this line of titleswill benefit professionals as they face the challenges of the ever-changingbusiness climate. Amid the burgeoning literature on business ethics, this book providesan important lead in taking a well-known everyday management notion such as"empowerment" and using it to make "ethics" more relevantand accessible to the business world. Adding a major contribution to theongoing debate about the role of business (...) in society, the content examines theissues of power, control, and autonomy, addressing such questions asempowerment as a matter of justice, and also provides case studies of theorganizational experiences of empowerment programs. (shrink)

To date, the study of business ethics has been largely the study of the ethics of large companies. This paper is concerned with owner/managers of small firms and the link between the personal ethics of the owner/manager and his or her attitude to ethical problems in business. By using active membership of an organisation with an overt ethical dimension as a surrogate for personal ethics the research provides some, though not unequivocal, support for the models of Trevino and others that (...) suggest a link between personal ethics and business ethics. (shrink)

Bernard Lonergan identified the need and possibility of what he called "generalized empirical method" in science and philosophy. Implementation will be a future community achievement. The book enters into details of a selection of examples in the sciences and philosophy of science. These are provided not to engage in, or blend the present aim with traditional philosophical debate, but as points of entry to help reveal the possibility and need of balanced empirical method. Taking words of Lonergan: "(Q)uestions of method (...) are practical. So my purpose in these (chapters) is not to demonstrate what is necessary. It is not to forecast what is probable. It is... to invite you to share in the exploration of a proposal" (Bernard Lonergan, A Third Collection (1985), 114). The main examples are drawn from biochemistry and biology, although heuristics envisioned will include all sciences. (shrink)

The author has surveyed a quarter of the accredited undergraduate computer science programs in the United States. More than half of these programs offer a “social and ethical implications of computing” course taught by a computer science faculty member, and there appears to be a trend toward teaching ethics classes within computer science departments. Although the decision to create an “in house” computer ethics course may sometimes be a pragmatic response to pressure from the accreditation agency, this paper argues that (...) teaching ethics within a computer science department can provide students and faculty members with numerous benefits. The paper lists topics that can be covered in a computer ethics course and offers some practical suggestions for making the course successful. (shrink)

The vitality of mathematics, however, “is conditioned upon the connection of its parts.” What, however, are the “parts” and “connections”? Is there, perhaps, some general pattern to this ongoing enterprise? In other words, is there some recognisable order to the mathematical project, not as in something to be imposed, but an order that can be verified in actual works and collaborations? A main purpose of this paper is to offer an answer to this question in the affirmative. For there is (...) accumulating evidence for the existence of an eight-fold periodic sequence of functionally related zones of enquiry H1, … , H8 – where for the rest of this paper these zones will be called functional specialties. In particular, each functional specialty would seem to have its own main objective and to involve its own differentiated type of enquiry. (shrink)

In modern physics, various fundamental problems have become topics of debate. There was the 20th century climb to a Standard Model, still accurate at the highest energy levels obtainable so far. But, since the 1970's, a different approach to physics advocates for theories such as string theory, known for their mathematical elegance, even though they either cannot be verified in data or contradict presently known experimental results. In philosophy of physics, there is a gradually emerging consensus that philosophy of physics (...) and physics somehow contribute to a common enterprise. But, there is little sign of progress toward consensus about the nature of that unity. All the while, it is generally recognized that physics is interdisciplinary. There are, of course, differences in focus. But, implicitly at least, there are no "sharp dividing lines" between physics and philosophy of physics; pure and applied physics; physical chemistry; biophysics; medical physics; history and philosophy of physics; physics and society; physics education; and so on. What, then, is progress in physics? The question here is not about ideal structures, but asks about what is going on in physics. Beginnings in discerning the presence of eight main tasks help reveal the (pre-) emergence of a normative omni-disciplinary basis for collaboration that, once adverted to, promises to be constitutive of a new and increasingly effective control of meaning. Originally discovered by Bernard Lonergan in 1965, progress in the new collaboration will not seek to eliminate specialized expertise. It will, though, divide tasks within an eightfold functional division of labor. This book invites attention to data for each of the eight main tasks evident and self-evident in existing scholarship in the community. (shrink)

The Twin Paradox is not a new topic. What is new in this article is that it is an exercise toward interpretation that is functional, in the sense discovered by Lonergan in Method in Theology. The author being interpreted is P. Tipler; and the primary document is taken from his well known textbook. I try to lay out the basic argument in a way that reveals the operative insights, as well as the significant oversights. As it turns out, it would (...) seem that there is neither theoretical basis nor experimental evidence for the alleged “slowing of time” for the high speed traveler. (shrink)

The boundaries of honesty are the focal point of this exploration of the individualistic origins of modernist ethics and the consequent need for a more pragmatic approach to business ethics. The tendency of modernist ethics to see honesty as an individual responsibility is described as a contextually naive approach, one that fails to account for the interactive effects between individual choices and corporate norms. By reviewing the empirical accounts of managerial struggles with ethical dilemmas, the article arrives at the contextual (...) preconditions for encouraging the development of reflective moral agents in modern corporations. (shrink)

Professional identity and competent ethical behaviors of nursing students are commonly developed through curricular inclusion of professional nursing values education. Despite the enactment of this approach, nursing students continue to express difficulty in managing ethical conflicts encountered in their practice. This descriptive correlational study explores the relationships between professional nursing values, self-esteem, and ethical decision making among senior baccalaureate nursing students. A convenience sample of 47 senior nursing students from the United States were surveyed for their level of internalized professional (...) nursing values (Revised Professional Nursing Values Scale), level of self-esteem (Rosenberg’s Self-Esteem Scale), and perceived level of confidence in ethical decision making. A significant positive relationship (p < 0.05) was found between nursing students’ professional nursing values and levels of self-esteem. The results of this study can be useful to nursing educators whose efforts are focused on promoting professional identity development and competent ethical behaviors of future nurses. (shrink)

Professional identity and competent ethical behaviors of nursing students are commonly developed through curricular inclusion of professional nursing values education. Despite the enactment of this approach, nursing students continue to express difficulty in managing ethical conflicts encountered in their practice. This descriptive correlational study explores the relationships between professional nursing values, self-esteem, and ethical decision making among senior baccalaureate nursing students. A convenience sample of 47 senior nursing students from the United States were surveyed for their level of internalized professional (...) nursing values (Revised Professional Nursing Values Scale), level of self-esteem (Rosenberg’s Self-Esteem Scale), and perceived level of confidence in ethical decision making. A significant positive relationship (p < 0.05) was found between nursing students’ professional nursing values and levels of self-esteem. The results of this study can be useful to nursing educators whose efforts are focused on promoting professional identity development and competent ethical behaviors of future nurses. (shrink)

Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students’ understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations.In this paper we report findings from a survey of (...) European upper secondary students’ views on issues relating to academic integrity. We relate these findings to the students’ training about academic integrity, self-reported level of questionable behavior and country of study.A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgement. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students’ level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge. (shrink)

Good academic practice is more than the avoidance of clear-cut cheating. It also involves navigation of the gray zones between cheating and good practice. The existing literature has left students’ understanding of gray zone practices largely unexplored. To begin filling in this gap, we present results from a questionnaire study involving N = 1639 undergraduate students from seven European countries representing all major disciplines. We show that large numbers of these students are unable to identify gray area issues and lack (...) sensitivity to the context dependence of these. We also show that a considerable proportion of students have a poor understanding of concepts like plagiarism and falsification, not only in gray zone scenarios, but also in cases of relatively clear-cut cheating. Our results are similar across the faculties and countries of study, and even for students who have attended academic integrity training. We discuss the implications of this for academic integrity training. (shrink)

BackgroundThe ARRIVE (Animal Research: Reporting of In Vivo Experiments) guidelines are widely endorsed but compliance is limited. We sought to determine whether journal-requested completion of an ARRIVE checklist improves full compliance with the guidelines.MethodsIn a randomised controlled trial, manuscripts reporting in vivo animal research submitted to PLOS ONE (March–June 2015) were randomly allocated to either requested completion of an ARRIVE checklist or current standard practice. Authors, academic editors, and peer reviewers were blinded to group allocation. Trained reviewers performed outcome adjudication (...) in duplicate by assessing manuscripts against an operationalised version of the ARRIVE guidelines that consists 108 items. Our primary outcome was the between-group differences in the proportion of manuscripts meeting all ARRIVE guideline checklist subitems.ResultsWe randomised 1689 manuscripts (control: n = 844, intervention: n = 845), of which 1269 were sent for peer review and 762 (control: n = 340; intervention: n = 332) accepted for publication. No manuscript in either group achieved full compliance with the ARRIVE checklist. Details of animal husbandry (ARRIVE subitem 9b) was the only subitem to show improvements in reporting, with the proportion of compliant manuscripts rising from 52.1 to 74.1% (X2 = 34.0, df = 1, p = 2.1 × 10−7) in the control and intervention groups, respectively.ConclusionsThese results suggest that altering the editorial process to include requests for a completed ARRIVE checklist is not enough to improve compliance with the ARRIVE guidelines. Other approaches, such as more stringent editorial policies or a targeted approach on key quality items, may promote improvements in reporting. (shrink)

This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.

This book brings together scholars from a variety of epistemological perspectives to explore the multiple ways in which sexuality does indeed matter in the arena of public education.

© 2017. The American Astronomical Society. All rights reserved.We present new observations of the low-mass companion to HD 984 taken with the Gemini Planet Imager as a part of the GPI Exoplanet Survey campaign. Images of HD 984 B were obtained in the J and H bands. Combined with archival epochs from 2012 and 2014, we fit the first orbit to the companion to find an 18 au orbit with a 68% confidence interval between 14 and 28 au, an eccentricity (...) of 0.18 with a 68% confidence interval between 0.05 and 0.47, and an inclination of 119°with a 68% confidence interval between 114°and 125°. To address the considerable spectral covariance in both spectra, we present a method of splitting the spectra into low and high frequencies to analyze the spectral structure at different spatial frequencies with the proper spectral noise correlation. Using the split spectra, we compare them to known spectral types using field brown dwarf and low-mass star spectra and find a best-fit match of a field gravity M6.5 ±1.5 spectral type with a corresponding temperature of K. Photometry of the companion yields a luminosity of log=2.88 ± 0.07 dex with DUSTY models. Mass estimates, again from DUSTY models, find an age-dependent mass of 34 ±1 to 95 ±4 M Jup. These results are consistent with previous measurements of the object. (shrink)

The beginning of the seventy-sixth poem of Catullus appears to cause some modern readers considerable dismay. One may instance the reactions of R. O. A. M. Lyne: ‘Our first reaction to the beginning of this poem may be one of incredulity’ ; ‘The effect of such language is to imply an outrageous and implausible self-righteousness’ ; of K. Quinn: ‘a self-righteousness that makes us feel a little uncomfortable’ ; or of G. Williams: ‘this is sheer melodrama, a deft and (...) surprising reversal of “count your blessings”’; and, further down, on ‘si vitam puriter egi’: ‘This could be simply priggish or outrageous or both, but he does not mean it as a general statement’. (shrink)