Introduction No consent for health and medical research is appropriate when the criteria for a waiver of consent are met, yet some ethics committees and data custodians still require informed consent. Methods A single-blind parallel-group randomised controlled trial: 1129 families of children born at a South Australian hospital were sent information explaining data linkage of childhood immunisation and hospital records for vaccine safety surveillance with 4 weeks to opt in or opt out by reply form, telephone or email. A subsequent (...) telephone interview gauged the intent of 1026 parents (91%) in relation to their actions and the sociodemographic differences between participants and non-participants in each arm. Results The participation rate was 21% (n=120/564) in the opt-in arm and 96% (n=540/565) in the opt-out arm (χ2 (1 df) = 567.7, p<0.001). Participants in the opt-in arm were more likely than non-participants to be older, married/de facto, university educated and of higher socioeconomic status. Participants in the opt-out arm were similar to non-participants, except men were more likely to opt out. Substantial proportions did not receive, understand or properly consider study invitations, and opting in or opting out behaviour was often at odds with parents' stated underlying intentions. Conclusions The opt-in approach resulted in low participation and a biased sample that would render any subsequent data linkage unfeasible, while the opt-out approach achieved high participation and a representative sample. The waiver of consent afforded under current privacy regulations for data linkage studies meeting all appropriate criteria should be granted by ethics committees, and supported by data custodians. Trial registration number Australian New Zealand Clinical Trials Registry ACTRN12610000332022. (shrink)

The authors conducted a baseline survey of baccalaureate and graduate degree health humanities programs in the United States and Canada. The object of the survey was to formally assess the current state of the field, to gauge what kind of resources individual programs are receiving, and to assess their self-identified needs to become or remain programmatically sustainable, including their views on the potential benefits of program accreditation. A 56-question baseline survey was sent to 111 institutions with baccalaureate programs and 20 (...) institutions with graduate programs. Respondents were asked about three areas: (1) program administration (managing unit, paid director, faculty lines, paid staff, funding sources); (2) educational program (curricular structure, CIP code usage, completion rates); and (3) views on accreditation for the field. A clear majority of respondents agreed that some form of accreditation or consultation service could address resource and sustainability issues. Overall, the survey responses to staffing, curricular structure, and support suggest the need for developing a sustainable infrastructure for health humanities. (shrink)

Understanding terrestrial carbon metabolism is critical because terrestrial ecosystems play a major role in the global carbon cycle. Furthermore, humans have severely disrupted the carbon cycle in ways that will alter the climate system and directly affect terrestrial metabolism. Changes in terrestrial metabolism may well be as important an indicator of global change as the changing temperature signal. Improving our understanding of the carbon cycle at various spatial and temporal scales will require the integration of multiple, complementary and independent methods (...) that are used by different research communities. Tools such as air sampling networks, inverse numerical methods, and satellite data allow us to study the strength and location of the global- and continental-scale carbon sources and sinks. Bottom-up studies provide estimates of carbon fluxes at finer spatial scales and examine the mechanisms that control fluxes at the ecosystem, landscape, and regional scales. Bottom-up approaches include comparative and process studies that provide the necessary mechanistic information to develop and validate terrestrial biospheric models. An iteration and reiteration of top-down and bottom-up approaches will be necessary to help constrain measurements at various scales. We propose a major international effort to coordinate and lead research programs of global scope of the carbon cycle. (shrink)

In an adaptive clinical trial , key trial characteristics may be altered during the course of the trial according to predefined rules in response to information that accumulates within the trial itself. In addition to having distinguishing scientific features, adaptive trials also may involve ethical considerations that differ from more traditional randomized trials. Better understanding of clinical trial experts’ views about the ethical aspects of adaptive designs could assist those planning ACTs. Our aim was to elucidate the opinions of clinical (...) trial experts regarding their beliefs about ethical aspects of ACTs. (shrink)

In our daily lives, we continuously evaluate feedback information, update our knowledge, and adapt our behavior in order to reach desired goals. This ability to learn from feedback information, however, declines with age. Previous research has indicated that certain higher-level learning processes, such as feedback evaluation, integration of feedback information, and updating of knowledge, seem to be affected by age, and recent studies have shown how the adaption of choice behavior following feedback can differ with age. The neural mechanisms underlying (...) this age-related change in choice behavior during learning, however, remain unclear. The aim of this study is therefore to investigate the relation between learning-related neural processes and choice behavior during feedback learning in two age groups. Behavioral and fMRI data were collected, while a group of young and older adults performed a probabilistic learning task consisting of 10 blocks of 20 trials each. On each trial, the participants chose between a house and a face, after which they received visual feedback. In each block, either the house or the face image had a higher probability of yielding a reward. Participants were instructed to try to maximize their gains. Our results showed that less successful learning in older adults, as indicated by a lower learning rate, corresponded with a higher tendency to switch to the other stimulus option, and with a reduced adaptation of this switch choice behavior following positive feedback. At the neural level, activation following positive and negative feedback was found to be less distinctive in the older adults, due to a smaller feedback-evaluation response to positive feedback in this group. Furthermore, whereas young adults displayed increased levels of knowledge updating prior to adapting choice behavior, we did not find this effect in older adults. Together, our results suggest that diminished learning performance with age corresponds with diminished evaluation of positive feedback and reduced knowledge updating related to changes in choice behavior, indicating how such differences in feedback processing at the trial level in older adults might lead to reduced learning performance across trials. (shrink)

Many contemporary theories on good leadership (e.g., ‘moral leadership’, ‘responsible leadership’, ‘authentic leadership’ or ‘transformational leadership’) emphasize the importance of intrinsic motivation in followers and of leading by example. This also involves a rejection of the use of power and manipulation as well as advocacy for virtues such as modesty and a concern for equality. By focusing on magnanimity (Aristotle's virtue of the great), we show that, contrary to what contemporary theories often claim, there are good reasons for exemplary leaders (...) not to be modest, to point out their greatness in comparison with others, and to make use of external goods and incentives, particularly honor. This conceptual virtue ethical analysis results in specific lessons for the ethical manager who wants to lead by example and points to new questions for empirical research on the determinants of effective ethics management. (shrink)

This article reviews recent work aimed at developing a new framework, based on signal detection theory, for understanding the relationship between explicit (e.g., recognition) and implicit (e.g., priming) memory. Within this framework, different assumptions about sources of memorial evidence can be framed. Application to experimental results provides robust evidence for a single-system model in preference to multiple-systems models. This evidence comes from several sources including studies of the effects of amnesia and ageing on explicit and implicit memory. The framework allows (...) a range of concepts in current memory research, such as familiarity, recollection, fluency, and source memory, to be linked to implicit memory. More generally, this work emphasizes the value of modern computational modelling techniques in the study of learning and memory. (shrink)

The emphasis on individual differences in evolutionary theories is important and has not received adequate attention. Strategic Pluralism makes a major contribution by addressing these issues, but like other evolutionary models (e.g., game theory) does not articulate the specific mechanisms underlying strategy selection. Specification of such mechanisms is an essential next step in the development of these models.

Recent findings regarding the cellular biology and immunology of BST‐2 (also known as tetherin) indicate that its function could be exploited as a universal replication inhibitor of enveloped respiratory viruses (e.g., influenza, respiratory syncytial virus, etc.). BST‐2 inhibits viral replication by preventing virus budding from the plasma membrane and by inducing an antiviral state in cells adjacent to infection via unique inflammatory signaling mechanisms. This review presents the first comprehensive summary of what is currently known about BST‐2 anti‐viral function against (...) respiratory viruses, how these viruses construct countermeasures to antagonize BST‐2, and how BST‐2 function might be targeted to develop therapies to treat respiratory virus infections. The authors address the current gaps in knowledge, including the need for mechanistic understanding of BST‐2 antagonism by respiratory viruses, that should be bridged to achieve that goal. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Moral Traditions: An Introduction to World Religious Ethics, and: Understanding Religious Ethics, and: Moral Struggle and Religious Ethics: On the Person as Classic in Comparative Theological ContextsBrian D. BerryMoral Traditions: An Introduction to World Religious Ethics Mari Rapela Heidt Winona, Minn.: Anselm Academic, 2010. 138 pp. $22.95.Understanding Religious Ethics Charles Mathewes Malden, Mass.: Wiley-Blackwell, 2010. 277 pp. $41.95.Moral Struggle and Religious Ethics: On the Person as Classic in (...) Comparative Theological Contexts David A. Clairmont Malden, Mass.: Wiley-Blackwell, 2011. 245 pp. $99.95These three texts each make significant contributions to comparative religious ethics, a relatively recent discipline that reflects the rise of religious pluralism and globalization. Taken together, these books raise questions about what comparative religious ethics is, how it should be done, and why it should be done. What makes comparative religious ethics “comparative” and to what extent can comparative religious ethics be made genuinely “theological”?Mari Rapela Heidt, who holds a PhD in theological ethics from Marquette University and currently lectures in the religious studies department at the University of Dayton, has written a well-organized and highly accessible introduction to the ethics of the world religions for beginning undergraduate students. Each of the main chapters in her book surveys a major world religion (Hinduism, Buddhism, Judaism, Christianity, Islam, and the Chinese moral tradition) through four lenses: a brief review of the tradition; the moral world of the religion; values, principles, or virtues in the tradition; and the religious tradition on a particular moral issue (e.g., Hinduism on abortion, Buddhism on wealth and poverty, Judaism on the environment, Christianity on war and peace, Islam on men and women, and China’s one-child [End Page 202] policy). The book also includes opening chapters that introduce students to the study of ethics and religious ethics; a final chapter on additional religious moral traditions (Sikhism, Jainism, Bahá’í, and Shinto); sidebars highlighting major religious figures, texts, or events (e.g., Gandhi, Thich Nhat Hanh, Elie Wiesel, the Charter of Medina, and the Cultural Revolution); and discussion questions, bibliography (including visual media), footnotes, a glossary, and an index.Although this book briefly discusses the discipline of comparative religious ethics and some of its descriptive and conceptual methods in its opening chapters, its broad scope and concise treatment mean that the actual task of comparing the similarities and differences in the ethics of the world religions is kept to a minimum. The few detailed comparisons that are made focus largely on Hindu, Buddhist, and Christian understandings of the concepts of reincarnation (29, 34, 64), dharma (18–19, 23–24, 34–35, 64), karma (18–19, 21–23, 35–36, 64), and ahimsa (25–27, 38, 70–71). While the main chapters are organized in a way that facilitates comparison, and discussion questions are included that invite students to observe similarities and differences, the book would be strengthened by giving greater attention to comparison throughout and adding a concluding chapter that summarizes its comparative content. It ends somewhat abruptly with a discussion of the Shinto moral tradition.Charles Mathewes, associate professor of religious studies at the University of Virginia, has written a book that, while limited to Judaism, Christianity, and Islam, achieves much greater comparative sophistication. The text is based on a course he has taught for more than ten years called “Religious Ethics and Moral Problems,” and it bears the marks of a seasoned teacher whose primary audience is advanced undergraduate students, both religious and secular. Mathewes writes from a Protestant Christian perspective “having a strong apocalyptic dimension which is focused on the next life,” acknowledging that Roman Catholics and Eastern Orthodox may find his views “odd or confused” (53). Part 1 discusses the relationship between God and morality and provides an overview of the ethics of each of the three Abrahamic religions. Parts 2 and 3 then examine not only the moral positions but “the arguments animating the traditions” (3) on a wide range of personal and social matters (e.g., friendship, sexuality, marriage and family, lying, forgiveness, capital punishment, war, and the environment). Part 4 turns to the even more ordinary topics of labor, leisure, and life and the more... (shrink)

This work is, in large part, a series of refutations; it is also the author's Ph.D. thesis. First to be refuted is Russell's vicious circle principle as a general remedy for the solution of the paradoxes. The author rejects the classification of paradoxes into syntactic and semantic, since in his view there are no purely syntactic paradoxes. The distinction in logic between the uninterpreted syntactical aspect of a system and the system when given a determinate interpretation is held to be (...) untenable. Tarski's distinction between object-language and meta-language and his concept of semantically closed language are considered irrelevant for the solution of the Liar paradox. The author claims that the usual versions of the Liar paradox have the same structure as the Barber paradox, viz., [S ↔ ~S]. The author solves the Liar paradox by pointing out that it does not have a proper reference. Cantor's diagonal argument for the indenumerability [[sic]] of the real numbers is labeled as unsatisfactory. Since the diagonal number is dependent upon the real numbers in the constructed list, the author claims that this makes the diagonal number to be of a different nature and status than the real numbers in the list; thus we have what the author calls the dependence fallacy. The author also refuses to accept Cantor's nested interval proof of the indenumerability [[sic]] of the real numbers. Within the proof, two infinite sequences are constructed, each of which converges to a limit. Because the proof does not give a "definite rule of convergence," the author is not satisfied that the infinite sequences converge. Also rejected is Cantor's theorem. Other paradoxes analyzed are the Berry, Richard, heterological, "Richardian", Russell, Cantor, and Burali-Forti paradoxes.--T. G. N. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Place of Imagination: Wendell Berry and the Poetics of Community, Affection, and Identity by Joseph R. WiebeJacob Alan CookThe Place of Imagination: Wendell Berry and the Poetics of Community, Affection, and Identity Joseph R. Wiebe waco, tx: baylor university press, 2017. 272 pp. $49.95The Place of Imagination is an artful narration of Wendell Berry's poetics focused distinctively on his works of fiction. Moralists concerned (...) about issues of land use or racialization could commend or criticize "what" they assume Berry's stories (re)present—nostalgia or some abstract, principial program. But Joseph Wiebe ventures a thesis about "how" Berry's imaginary Port William community discloses the nature of good, real-world community. Understanding how Berry's poetics reflect his real-world moral imagination clarifies what we may learn from his fiction. So, in part 1, Wiebe traces Berry's journey of local adaptation, through which he developed a moral imagination and discovered the agonizing details of his entanglement in his place's history and his neighbors' problems.Berry's poetics starts with imagination opening itself to the genius of a place and the other (friend and foe alike) as a living soul. Such imagination engages our sympathy to see others as complex subjects without controlling their stories, objectifying them to realize some idealist worldview. In sympathy, we [End Page 203] perceive the other as a neighbor and develop affection for them in their difference. This affection is no mere sentiment but a Humean moral sentiment that motivates behavior and, when properly nurtured, makes moral reasoning subservient to itself. Affection "disrupts habits of pity" that reduce others to mental objects and inspires a kenotic movement toward concrete neighbors (37). Problems felt at the societal level are habituated in local communities. While idealist solutions may satisfy the white, Western mind's impulse for complete knowledge, their resources prove incompetent before these problems as such. We must affectionately open ourselves to others who disrupt our mental worlds and draw us into real-world habits that change underlying communal dynamics. Relinquishing control of our storied identities (or idealist worldviews) to the others in our place, we might truly locate ourselves in those problems—and start undoing them.In part 2, Wiebe offers glimpses of "what" Berry's poetics teach us about a placed life together through select members of a quaint Kentucky farming community: Jack Beechum, Jayber Crow, and Hannah Coulter. His imaginative attentiveness to each character exemplifies the art of discovering the virtues of place-based identity. The way through Port William offers no shortcuts. Its imaginary community does not merely stand in for some universal idea of community. Neither potential solution nor nostalgic phantasm, Port William is the setting for parables that reveal something true about good community. "If there is something to imitate, it is the underlying processes that generate the particulars of Berry's narratives rather than the characters that furnish them" (152). In Port William, one can practice relinquishing control and patiently "imagining" the contours of a place; in the real world, one can deploy that imagination to develop fidelity to their place.Wiebe aptly follows Berry's method, yielding control over Berry's biography and work by taking a third-person narrator's perspective. He focuses on what Berry's life and writing reveal parabolically to the patient reader. The book beckons readers to hold Berry and his stories as a mirror—to engage in introspection and self-interrogation—that we might learn something about sympathy and affection needed for engaging our places non-imperialistically. Wiebe's adept style may appear to some as a flaw; the narrator gives no academic cues (e.g., "I will argue") for rapidly consuming principial content. There are only Berry's life and work and the reader, hopefully changed. The Place of Imagination will be of greatest interest to those who already have some affection for that "artful crank from Kentucky" (10). Beyond the agrarian crowd and its auditors, this book holds appeal for a range of explorations, from the fecundity of poetics in ethics to the disruptiveness of Christian imagination vis-à-vis whiteness. [End Page 204]Jacob Alan CookFriends UniversityCopyright © 2018 Society... (shrink)

Introduction to the Study of History by C. V. Langlois; C. Seignobos; G. G. Berry; F. York Powell The Historian and Historical Evidence by Allen Johnson.

In this chapter, Robb Dunphy is concerned with the nature of G.E. Schulze's scepticism as he presents it in his 1792 work Aenesidemus, and with its relation to the metaphysical projects of Kant, Reinhold, and later German Idealists. After introducing Schulze's text, Dunphy turns to a recent interpretation offered by Jessica Berry, who claims that the extent to which Schulze endorsed a genuinely Pyrrhonian Scepticism has gone unacknowledged, both by his idealist contemporaries and by the majority of the secondary (...) literature on the period. Berry suggests that this unacknowledged Pyrrhonism in Aenesidemus provides the resources for a more radical criticism of the German Idealists' scientific, systematic metaphysical ambitions, to which they remain fundamentally vulnerable. Despite agreeing that an exploration of Schulze's debt to Pyrrhonism represents a valuable addition to our understanding of his scepticism, in the latter parts of the chapter Dunphy suggests that the Berry's attribution of a Pyrrhonian Scepticism to Schulze should to some extent be rejected, and that such a scepticism is perhaps not quite as problematic for the projects of Kant and the German Idealists as she suggests. (shrink)

Around the globe people are confronted daily with intransigent problems of space and place. Educators have historically called for place‐based or place‐conscious education to introduce pedagogies that will address such questions as how to develop sustainable communities and places. These calls for place‐conscious education have included liberal humanist approaches that evolved from the work of Wendell Berry (Ball & Lai, 2006) and critical place‐based approaches such as those advocated by David Gruenewald (e.g. Gruenewald, 2003a, 2003b). In this paper I (...) will propose a reconceptualized framework of place as a pedagogical practice that draws on contemporary feminist poststructural and postcolonial philosophies as a basis for an alternative place pedagogy for ‘global contemporaneity’ (Carter, 2006, p. 683). Within this reconceptualized concept of place I will outline three key principles for a reconceptualised place pedagogy: our relationship to place is constituted in stories and other representations; place learning is local and embodied; and deep place learning occurs o in a contact zone of contestation. These principles give rise to new emergent arts‐based methodologies for developing and practising place‐responsive pedagogies. (shrink)

The purpose of this brief introduction is to describe the origin of the papers here presented and to acknowledge the help of some of the many individuals who were involved in the preparation of this volume. Of the eighteen papers, nine stem from the annual fall colloquium of the Depart ment of Philosophy at the University of Western Ontario held in London, Ontario from November 10 to November 12, 1967. The colloquium was entitled 'Philosophical Logic'. After some discussion, the editors (...) decided to retain that title for this volume. Von Wright's paper 'On the Logic and Ontology of Norms' is printed here after some revision. A. R. Anderson commented on the paper at the colloquium, but his comments here are based upon the revised version of the von Wright paper. The chairman of the session at which von Wright's paper was read and discussed was T. A. Goudge. Aqvist's paper 'Scattered Topics in Interrogative Logic', and Belnap's comments, 'Aqvist's Cor rections-Accumulating Question-Sequences', are printed as delivered. The chairman of the Aqvist-Belnap session was R. E. Butts. Wilfrid Sellars' paper 'Some Problems about Belief' is printed as delivered at the col loquium, but 'Quantifiers, Beliefs, and Sellars' by Ernest Sosa is a revision of his comments at the colloquium. That session was chaired by G. D. W. Berry. Ackermann's paper 'Some Problems oflnductive Logic', as well as Skyrms' comments, are printed as delivered. (shrink)

Mühendishâne-i Berrî-i Hümâyûn hocalarından Masdariyecizâde Hüseyin Efendi 1238/1822’de doksan dereceden küçük bir açının Eukleides geometrisi yöntemleriyle üç eşit parçaya bölünmesine dair antik prob- lem hakkında bir risale kaleme alır. Risale, köklerini Antik Yunan’da bulan bu meşhur problemin Eukleides geometrisinin araçları olan çizgilik (işaretsiz cetvel) ve pergel kullanılarak ulaşıldığı düşünülen çözümünü içerir. Ayrıca, sunulan ispat Mühendishâne eğitim kadrosunun her birinin onayını gösteren imzalarla kayıt altına alınmıştır. Akademik literatürde bu risaleye dair yapılan değerlendirmelere bakıldığında, çözümde kullanımı sınırlandırılmış araçlarla bir sonuca ulaşılamayacağının Hüseyin (...) Efendi’nin risalesini yayınladığı tarihte çoktan ispatlanmış olduğu iddiasına dayanarak eser, müellif ve dönemin ilim çevresi ile seviyesi hak- kında tahkir eden genelleştirilmiş yorumlar görülür. Tüm bu güncel yayınlar, tek bir kaynaktan, Salih Zeki Bey’in konuya dair yaklaşık bir asır önce kaleme aldığı ve içerik itibariyle doğruluğu tartışılır makalelerinden neşet etmiştir. Bu çalışma bu güncel yayınların ortak kaynağının iddialarını inceler ve problemin çözümü- nün tarihine odaklanır. Böylece verilen hatalı bilgilerin tashihini sunar. (shrink)

Conservative educational critics (e.g., Allan Bloom, Mortimer Adler, and E. D. Hirsch, Jr.) have succeeded in flaming the debate on the reform of education in a manner that ignores the questions that should be asked about how our most fundamental cultural assumptions are contributing to the ecological crisis. In this paper, I examine the deep cultural assumptions embedded in their reform proposals that furtherexacerbate the crisis, giving special attention to their view of rational empowerment, the progressive nature of change, and (...) their anthropocentric view of the universe. I argue that their form of conservatism must be supplanted by the more biocentric conservatism of such thinkers as Aldo Leopold, Wendell Berry, and Gary Snyder. (shrink)

Around the globe people are confronted daily with intransigent problems of space and place. Educators have historically called for place-based or place-conscious education to introduce pedagogies that will address such questions as how to develop sustainable communities and places. These calls for place-conscious education have included liberal humanist approaches that evolved from the work of Wendell Berry (Ball & Lai, 2006) and critical place-based approaches such as those advocated by David Gruenewald (e.g. Gruenewald, 2003a, 2003b). In this paper I (...) will propose a reconceptualized framework of place as a pedagogical practice that draws on contemporary feminist poststructural and postcolonial philosophies as a basis for an alternative place pedagogy for 'global contemporaneity' (Carter, 2006, p. 683). Within this reconceptualized concept of place I will outline three key principles for a reconceptualised place pedagogy: our relationship to place is constituted in stories and other representations; place learning is local and embodied; and deep place learning occurs in a contact zone of contestation. These principles give rise to new emergent arts-based methodologies for developing and practising place-responsive pedagogies. (shrink)

First, the thorny problem of locating the Midwest is treated. Second, the ancient Stoics’ understanding of nature is proposed as a fertile field of ecological wisdom. The significance of nature in Stoicism is explained. Stoic philosophers (big-S Stoics) are distinguished from stoical non-philosophers (small-s stoics). Nature’s lessons for living a good Stoic life are drawn. Are such lessons too theoretical to provide practical guidance? This worry is addressed by examining the examples of Cincinnatus and Cato the Elder—ancient Romans lauded for (...) their virtues who worked the land. They exhibited the virtues of civic responsibility, justice, self-sufficiency, parsimony, perseverance, equanimity, modesty, and respect for limits—an agrarian virtue dear to Wendell Berry. Agrarianism views rural society as superior to urban society and the independent farmer as superior to the paid worker. Reflection on the virtues of stoical Roman agrarians suggests that features of Roman Stoic agrarianism resonate with a contemporary instantiation of Stoicism in the Midwest. The main thesis is that Midwest Stoic agrarianism (MSA), guided by an array of earthy virtues, promotes agricultural practices that harmonize with nature and support living in agreement with nature, while rejecting agricultural practices contrary to nature and propelled by vice. MSA endorses, e.g., locally sourced, sustainably grown crops instead of CAFOs. MSA tackles the ecological and sociopolitical pressures confronting Midwest farmers in the Anthropocene and can fortify environmental virtue ethics beyond this region. (shrink)