HALLIDAY LE and BOUGHTON MA. Nursing Inquiry 2011; 18: 135–142Exploring the concept of uncertain fertility, reproduction and motherhood after cancer in young adult womenThe topics of uncertainty in illness and infertility – as separate entities – are well covered and critiqued in the literature. Conversely, no research has been identified that specifically relates to the uncertain fertility, reproduction and motherhood challenges faced by young women after cancer. Therefore, there has been no opportunity to extend understanding, adequately acknowledge or effectively (...) manage the needs of young women who may face unique reproductive uncertainties after cancer. The objective of this article is to provide a descriptive review of the literature and present what is currently known about uncertainty in the context of cancer and in relation to fertility, reproduction and motherhood. This article sets out the need for an increased research focus into this aspect of cancer survivorship to minimise the unique psychosocial challenges these women often face. Raising awareness and acknowledging the significance and impact of uncertain reproductive capacity on younger women’s psychosocial health will aid cancer co-ordinators, nurses and other health professionals to formulate and deliver timely and appropriate education, management and support. (shrink)

_From Knowledge to Beatitude _is a collection of original essays on the intersection between Christian theology and spiritual life primarily in the twelfth and thirteenth centuries, especially in the Parisian School of St. Victor, which honors the influential work of Grover A. Zinn, Jr. Written by distinguished scholars from various fields of medieval studies, these essays range from the study of the exegetical school of twelfth-century St. Victor and medieval glossed Bibles to the medieval cultural reception of women visionaries, preachers, (...) and crusaders. Although focused on St. Victor, they provide analyses of Christian themes up to the modern period. A common thread is Zinn’s careful attention to the connections between medieval spirituality and biblical studies, the origin of these ideas, and their lasting influence in Christian culture. The essays take us from Hugh of St. Victor’s foundation—material culture—to the “beatitude” of a wider understanding of Victorine culture and its lasting legacy. This volume is a fitting tribute to a generous scholar, teacher, and mentor. It will appeal to historians, scholars of religion and theology, and art historians. "_From Knowledge to Beatitude_ serves a need and fills an important gap in the Victorine tradition, the history of medieval exegesis, and medieval studies. The volume also honors the contributions of Grover Zinn, an important medieval scholar and teacher. It serves as a model for doing research and generalizing in the field of medieval studies and demonstrates how the last generation and the current generation of medieval scholars have plowed through difficult primary and secondary sources to make the medieval traditions clear." —_Philip Krey, Lutheran Theological Seminary at Philadelphia_. (shrink)

Transcription is a fundamental cellular process and the first step in gene regulation. Although RNA polymerase (RNAP) is highly processive, in growing cells the progression of transcription can be hindered by obstacles on the DNA template, such as damaged DNA. The authors recent findings highlight a trade‐off between transcription fidelity and DNA break repair. While a lot of work has focused on the interaction between transcription and nucleotide excision repair, less is known about how transcription influences the repair of DNA (...) breaks. The authors suggest that when the cell experiences stress from DNA breaks, the control of RNAP processivity affects the balance between preserving transcription integrity and DNA repair. Here, how the conflict between transcription and DNA double‐strand break (DSB) repair threatens the integrity of both RNA and DNA are discussed. In reviewing this field, the authors speculate on cellular paradigms where this equilibrium is well sustained, and instances where the maintenance of transcription fidelity is favored over genome stability. (shrink)

Human cooperation is highly unusual. We live in large groups composed mostly of non-relatives. Evolutionists have proposed a number of explanations for this pattern, including cultural group selection and extensions of more general processes such as reciprocity, kin selection, and multi-level selection acting on genes. Evolutionary processes are consilient; they affect several different empirical domains, such as patterns of behavior and the proximal drivers of that behavior. In this target article, we sketch the evidence from five domains that bear on (...) the explanatory adequacy of cultural group selection and competing hypotheses to explain human cooperation. Does cultural transmission constitute an inheritance system that can evolve in a Darwinian fashion? Are the norms that underpin institutions among the cultural traits so transmitted? Do we observe sufficient variation at the level of groups of considerable size for group selection to be a plausible process? Do human groups compete, and do success and failure in competition depend upon cultural variation? Do we observe adaptations for cooperation in humans that most plausibly arose by cultural group selection? If the answer to one of these questions is “no,” then we must look to other hypotheses. We present evidence, including quantitative evidence, that the answer to all of the questions is “yes” and argue that we must take the cultural group selection hypothesis seriously. If culturally transmitted systems of rules that limit individual deviance organize cooperation in human societies, then it is not clear that any extant alternative to cultural group selection can be a complete explanation. (shrink)

Importance: Given the importance of apathy for stroke, we felt it was time to scrutinize the psychometric properties of the commonly used Starkstein Apathy Scale for this purpose.Objectives: The objectives were to: estimate the extent to which the SAS items fit a hierarchical continuum of the Rasch Model; and estimate the strength of the relationships between the Rasch analyzed SAS and converging constructs related to stroke outcomes.Methods: Data was from a clinical trial of a community-based intervention targeting participation. A total (...) of 857 SAS questionnaires were completed by 238 people with stroke from up to 5 time points. SAS has 14 items, rated on a 4-point scale with higher values indicating more apathy. Psychometric properties were tested using Rasch partial-credit model, correlation, and regression. Items were rescored so higher scores are interpreted as lower apathy levels.Results: Rasch analysis indicated that the response options were disordered for 8/14 items, pointing to unreliability in the interpretation of the response options; they were consequently reduced from 4 to 3. Only 9/14 items fit the Rasch model and therefore suitable for creating a total score. The new rSAS was deemed unidimensional. Apathy was correlated weakly with anxiety/depression and uncorrelated with physical capacity. Regression showed that the effect of apathy on participation and health perception was similar for rSAS/SAS versions: R2 participation measures ranged from 0.11 to 0.29; R2 for health perception was ∼0.25. When placed on the same scale, rSAS value was 6.5 units lower than SAS value with minimal floor/ceiling effects. Estimated change over time was identical which was not substantial but greater than expected assuming no change.Conclusion: The retained items of the rSAS targeted domains of behaviors more than beliefs and results support the rSAS as a robust measure of apathy in people with chronic stroke. (shrink)

In this article, we propose the Fair Priority Model for COVID-19 vaccine distribution, and emphasize three fundamental values we believe should be considered when distributing a COVID-19 vaccine among countries: Benefiting people and limiting harm, prioritizing the disadvantaged, and equal moral concern for all individuals. The Priority Model addresses these values by focusing on mitigating three types of harms caused by COVID-19: death and permanent organ damage, indirect health consequences, such as health care system strain and stress, as well as (...) economic destruction. It proposes proceeding in three phases: the first addresses premature death, the second long-term health issues and economic harms, and the third aims to contain viral transmission fully and restore pre-pandemic activity. -/- To those who may deem an ethical framework irrelevant because of the belief that many countries will pursue "vaccine nationalism," we argue such a framework still has broad relevance. Reasonable national partiality would permit countries to focus on vaccine distribution within their borders up until the rate of transmission is below 1, at which point there would not be sufficient vaccine-preventable harm to justify retaining a vaccine. When a government reaches the limit of national partiality, it should release vaccines for other countries. -/- We also argue against two other recent proposals. Distributing a vaccine proportional to a country's population mistakenly assumes that equality requires treating differently situated countries identically. Prioritizing countries according to the number of front-line health care workers, the proportion of the population over 65, and the number of people with comorbidities within each country may exacerbate disadvantage and end up giving the vaccine in large part to wealthy nations. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

I examine Aristotle's brief remarks in N.E. I.3 to the effect that fine and just things – ta kala and ta dikaia – have much diversity and variation and hence are thought to be...

"Cult of ugliness," Ezra Pound’s phrase, powerfully summarizes the ways in which modernists such as Pound, T. S. Eliot, Wyndham Lewis, and T. E. Hulme—the self-styled "Men of 1914"—responded to the "horrid or sordid or disgusting" conditions of modernity by radically changing aesthetic theory and literary practice. Only the representation of "ugliness," they protested, would produce the new, truly "beautiful" work of art. They dissociated the beautiful from its traditional embodiment in female beauty, and from its association with Walter Pater (...) and Oscar Wilde. Their cultivation of ugliness displaced misogyny and homophobia. Higgins takes in texts such as John Ruskin’s art criticism, Eliot’s literary journalism, Lewis’s pro-fascism pamphlets, and the poetry of Pound, Conrad Aiken, and Langston Hughes. She demonstrates that even vigorous champions of beauty were committed to aesthetic practices that disempowered female figures in order to articulate new truths of male artistic mastery. (shrink)

This article presents the Pilgrimage Model as a template for educators wishing to lead students on site-specific studies of engaged learning. During the 2015–2016 academic year, a group of Georgeto...

Public Health Science and practice expanded during the course of the 20th century. Initially focused on controlling infectious disease through basic public health programs regulating water, sanitation and food, by 1988 the Institute of Medicine broadly declared that “public health is what we, as a society, do collectively to. assure the conditions for people to be healthy.” Commensurate with this definition, public health practitioners and policymakers today work on ;in enormous range of issues. The 2002 policy agenda of the American (...) Public Health Association reflects positions on genomics’ role in public health; national health and safety standards for child care programs; sodium in Americans’ diets; the health and safety of emergency rescue workers; and war in Central Asia and the Persian Gulf. (shrink)

Public Health Science and practice expanded during the course of the 20th century. Initially focused on controlling infectious disease through basic public health programs regulating water, sanitation and food, by 1988 the Institute of Medicine broadly declared that “public health is what we, as a society, do collectively to. assure the conditions for people to be healthy.” Commensurate with this definition, public health practitioners and policymakers today work on ;in enormous range of issues. The 2002 policy agenda of the American (...) Public Health Association reflects positions on genomics’ role in public health; national health and safety standards for child care programs; sodium in Americans’ diets; the health and safety of emergency rescue workers; and war in Central Asia and the Persian Gulf. (shrink)

My focus in this work is on giving an analysis of Peirce's post-1895 remarks about realism and the realism/nominalism debate. I argue that there is a consistent position to be found in these writings, yet in order to understand his position we must look not only at Peirce's remarks on realism, but also to the various themes connected with his realism, viz. to his discussion of the categories, pragmatism, and opposing views. ;From Peirce's direct remarks on realism we learn that (...) there are two kinds of universals, viz., laws and possibilities , both of which are independent of mind. Peirce's claim that Firsts are real as possibilities, and Thirds are real as that to which Seconds conform, constitutes his universal-realism . Thirds, however, are laws, that which science seeks to discover. The subjunctive conditionals which express scientific theories are either true or false, and the entities to which they refer are real or figments. In this consists Peirce's scientific realism, or "scholastic realism". ;From Peirce's discussions of the categories and of nominalism, we learn that there are two kinds of qualities: embodied and unembodied. The latter are uninstantiated universals, the former are dispositions. Peirce's doctrine of pragmaticism is an analysis of embodied qualities, i.e., what it means to say that "an object possesses a character." I suggest that Peirce insists that uninstantiables as necessary for realism about laws because they ground the counterfactuals which law-statements support. ;Because Peirce has both uninstantiated universals, and because he also believes that there is a sense in which universals really are "in" things as parts, he is neither Transcendental nor Immanent Realist exclusively. (shrink)

Recent evidence in natural and semi-natural settings has revealed a variety of left-right perceptual asymmetries among vertebrates. These include preferential use of the left or right visual hemifield during activities such as searching for food, agonistic responses, or escape from predators in animals as different as fish, amphibians, reptiles, birds, and mammals. There are obvious disadvantages in showing such directional asymmetries because relevant stimuli may be located to the animal's left or right at random; there is no a priori association (...) between the meaning of a stimulus (e.g., its being a predator or a food item) and its being located to the animal's left or right. Moreover, other organisms (e.g., predators) could exploit the predictability of behavior that arises from population-level lateral biases. It might be argued that lateralization of function enhances cognitive capacity and efficiency of the brain, thus counteracting the ecological disadvantages of lateral biases in behavior. However, such an increase in brain efficiency could be obtained by each individual being lateralized without any need to align the direction of the asymmetry in the majority of the individuals of the population. Here we argue that the alignment of the direction of behavioral asymmetries at the population level arises as an “evolutionarily stable strategy” under “social” pressures occurring when individually asymmetrical organisms must coordinate their behavior with the behavior of other asymmetrical organisms of the same or different species. Key Words: asymmetry; brain evolution; brain lateralization; development; hemispheric specialization; laterality; lateralization of behavior; social behavior; theory of games. (shrink)

G.E. Moore’s principle of organic unity holds that the intrinsic value of a whole may differ from the sum of the intrinsic values of its parts. Moore combined this principle with invariabilism about intrinsic value: An item’s intrinsic value depends solely on its bearer’s intrinsic properties, not on which wholes it has membership of. It is often said that invariabilism ought to be rejected in favour of what might be called ‘conditionalism’ about intrinsic value. This paper is an attempt to (...) show how invariabilism might be filled out in ways that allow its proponents to answer their conditionalist opponents. The main point consists in identifying how some amount of extrinsic part-value may contribute to whole-value that is nevertheless intrinsic. This enables an invariabilist to explain how the intrinsic value of a whole may differ from the sum of its intrinsic part-values, without abandoning the Moorean doctrine that intrinsic value supervenes on intrinsic properties (the proposal is nevertheless consistent with the view that invariabilist and conditionalist accounts might exist side by side). I finish with a brief explanation of how the main proposal could help construct invariabilist accounts of particular organic unities, looking beyond the more general argument they have with conditionalists. (shrink)

Research-oriented universities are known for prolific research activity that is often supported by students in faculty-guided research. To maintain ethical standards, universities require on-going training of both faculty and students to ensure Responsible Conduct of Research (RCR). However, previous research has indicated RCR-based training is insufficient to address the ethical dilemmas that are prevalent within academic settings: navigating issues of authorship, modeling relationships between faculty and students, minimization of risk, and adequate informed consent. U.S. universities must explore ways to identify (...) and improve RCR concerns for current (faculty) and future researchers (students). This article reports the findings of a self-study (_N_ = 50) of research stakeholders (students and faculty) at a top tier research institution. First, we report on their perceived importance of applying RCR principles. Second, we explore relationships between stakeholder backgrounds (e.g., prior training, field, and position) and how they ranked the degree of ethical concerns in fictitious vignettes that presented different unethical issues university students could encounter when conducting research. Vignette rankings suggested concerns of inappropriate relationships, predatory authorship and IRB violations which were judged as most unethical, which was dissimilar to what sampled researchers reported in practice as the most important RCR elements to understand and adhere to for successful research. Regression models indicated there was no significant relationship between individuals’ vignette ethics scores and backgrounds, affirming previous literature suggesting that training can be ineffectual in shifting researcher judgments of ethical dilemmas. Recommendations for training are discussed. (shrink)

ExtractPolitical liberals very often appeal to a so-called division of moral labour that separates the regulation of institutions from that of personal conduct. Probably the most famous statement of this idea is found in these remarks from John Rawls: The principles of justice for institutions must not be confused with the principles which apply to individuals and their actions in particular circumstances. These two kinds of principles apply to different subjects and must be discussed separately., p. 47) Kok-Chor Tan's excellent (...) new book renews and extends the case for accepting some version of Rawls's view, which Tan calls the ‘institutional focus’ in distributive justice. If Tan is right, then the liberal focus on institutions is not only defensible in its own right, but also helps support further elements of egalitarian theorizing, including some that Rawlsians often reject. In particular, Tan believes that a focus on institutions helps secure a more plausible ‘luck egalitarian’ approach to distributive justice, and that it also supports a version of cosmopolitanism about global justice.Send article to KindleTo send this article to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle. Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply. Find out more about the Kindle Personal Document Service.Kok-Chor Tan, Justice, Institutions, and Luck: The Site, Ground, and Scope of Equality, pp. ix + 208.Volume 25, Issue 1DANIEL HALLIDAY DOI: https://doi.org/10.1017/S0953820812000520Your Kindle email address Please provide your Kindle [email protected]@kindle.com Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Send article to Dropbox To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Dropbox. Kok-Chor Tan, Justice, Institutions, and Luck: The Site, Ground, and Scope of Equality, pp. ix + 208.Volume 25, Issue 1DANIEL HALLIDAY DOI: https://doi.org/10.1017/S0953820812000520Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Send article to Google Drive To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Google Drive. Kok-Chor Tan, Justice, Institutions, and Luck: The Site, Ground, and Scope of Equality, pp. ix + 208.Volume 25, Issue 1DANIEL HALLIDAY DOI: https://doi.org/10.1017/S0953820812000520Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Export citation Request permission. (shrink)

The current theoretical paper presents a comprehensive overview of findings from research attempting to understand what happens with expatriates and their families while living abroad. Our paper draws on research on adjustment of individual family members (expatriates, their partners, and children) and families as a whole, across different literatures (e.g., cultural psychology, family psychology, stress literature). The key challenges of expatriation are discussed, as well as family members’ resources. Our findings lead to the following conclusions: First, there is lack of (...) systematic research as studies are either missing a theoretical background or largely neglect the multi-informant approach. A comprehensive theory of expatriate family adjustment integrating multiple theoretical perspectives, including the culture identity formation and the impact of home country and host country culture, is called upon. Second, the majority of studies paid little attention to define the concept of family or failed to take into account the cultural aspect of relocation. Third, there is a call for more longitudinal studies including all family members as adjustment is a process that unfolds over time and therefore cannot be sufficiently explained by cross-sectional studies. Suggestions for future research and practical implications are provided, with a special focus on how families could be assisted during their adjustment process. (shrink)

Theories of Early Childhood Education continues to provide a comprehensive overview of the various theoretical perspectives in early childhood education from developmental psychology to critical studies, Piaget to Freire. This revised and updated edition includes additional chapters on Michael Alexander Halliday's view of language learning and the attachment theory work of John Bowlby and Mary Ainsworth. Each author questions assumptions underpinning the use of theory in early childhood education and explores the implications of these questions for policy and practice. (...) Theories reported in this book are a timely reminder of the importance of the relationship between theory and practice necessary for teacher candidates, teacher educators, and early childhood teachers. Students will learn the fundamentals while in-service teachers and professionals will learn the theory behind field observations for their certification exams. (shrink)

A recent spate of exposés about Mao Zedong's China, in English and Chinese, announces a finality to the tendency toward the temporal-spatial conflation of twentieth-century Chinese and global history. This sense was confirmed when the New York Times reported in late January 2006 that George W. Bush's recent bedtime reading had been Jung Chang and Jon Halliday's Mao: The Unknown Story,1 or when, later in 2006, according to a column in the British paper The Guardian, “the Council of Europe's (...) parliamentary assembly voted to condemn the ‘crimes of totalitarian communist regimes’, linking them with Nazism.”2 The temporal-spatial conflation hence is,…. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:On Friedman's Look Daniel E. Flage In a pair of articles and a book (Flage 1985a, 1985b, 1990), I argued that Hume's ideas of memory are relative ideas. In "Another Look at Flage's Hume" (this volume), Lesley Friedman challenges my account on four points. She argues (1) that it is possible to remember simple ideas in their simplicity; (2) that I have misrepresented Humean impressions ofreflection; (3) that (...) I have overlooked the importance of force and vivacity in Hume's account ofmemory; and (4) that there is no textual evidence for claiming that Humean ideas of memory are relative ideas. In addition, she contends that my interpretation cannot account for mis-remembering. In this paper I show that some of the problems Friedman finds with myinterpretation arise from myreading of Lockean distinctions into the Treatise while others stem from my conflation of distinctions drawn in the first Enquiry with comparable distinctions in the Treatise. 1. Remembering simple ideas My argument that Humean ideas ofmemory are relative ideas is based primarily on Hume's remarks in three passages. In Treatise 1.1.3, one finds this: "the imagination is not restrain'd to the same order and form with the original impressions; while the memory is in a manner tytt down in that respect, without any power of variation."1 Later in the same passage one finds this: Tis evident, that the memory preserves the original form, in which its objects were presented, and that where-ever we depart from it in recollecting any thing, it proceeds from some defect or imperfection in that faculty.... The chiefexercise of memory is not to preserve the simple ideas, but their order and position. (T 9) And in Treatise 1.3.5, one finds this: These faculties [memory and imagination] are as little distinguish'd from each other by the arrangement of their complexideas. For tho'itbe apeculiar propertyofthe memory to preserve the original order and position of its ideas, while the imagination transposes and changes them, as it pleases; yet this difference is not sufficient to distinguish them in their Volume XLX Number 1 187 DANIEL E. FLAGE operation, or make us know the one from the other; it being impossible to recai the past impressions, in order to compare them with our present ideas, and see whether their arrangement be exactly similar. (T 85) This is only one characteristic ofideas ofmemory, the other being the greater degree of"force andvivacity" in an idea ofthe memory vis-à-vis an idea ofthe imagination (T 9, 85). I call this characteristic the formal criterion (Flage 1985a, 171); Friedman calls it the external difference (p. 178). These passages show that ideas of the memory represent earlier impressions, or ideas, or "events," or things known.2 How do they do so? Given the remarks on the preservation of"order and form" and "order and position," and given that resemblance alone is not sufficient to distinguish nonmnemonic ideas from mnemonic ideas (see T 9), I argued that there is an implicit causal thesis: an idea ofmemory singles out the impression that was its original cause. It is a relative idea corresponding to a definite description ofthe form, "the impression that is the (original) cause of and exactly (or closely) resembles m," where 'm' denotes a particular positive idea. (Flage 1985a, 172)3 If my account of memory is correct, there is a positive idea ("mental image") that provides the basis for every relative idea of memory. Further, this positive idea must be complex. Friedman objects (pp. 180-81) that insofar as my account requires that there be a complex positive idea that provides the basis for one's relative idea of memory, this conflicts with several passages in the Treatise. She cites the ink spot experiment (T 42) as showing that one can have a simple impression of colour. She remarks, "Since we can have such a simple impression, we can also remember it" (p. 180), adding, "It seems clear that Hume thinks that in the [ink spot] experiment, all that is present in one's visual field is the spot of ink" (ibid.). Since I had argued that "Hume's example ofseeing a minimum... (shrink)

ExtractI must first thank Daniel Halliday for his incisive but fair review essay of my book. Regretfully, I can only consider, and only in outline at that, some of his well-taken questions.Send article to KindleTo send this article to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address (...) below. Find out more about sending to your Kindle. Find out more about sending to your Kindle. Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply. Find out more about the Kindle Personal Document Service.A Reply to HallidayVolume 25, Issue 1KOK-CHOR TAN DOI: https://doi.org/10.1017/S0953820812000544Your Kindle email address Please provide your Kindle [email protected]@kindle.com Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Send article to Dropbox To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Dropbox. A Reply to HallidayVolume 25, Issue 1KOK-CHOR TAN DOI: https://doi.org/10.1017/S0953820812000544Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Send article to Google Drive To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Google Drive. A Reply to HallidayVolume 25, Issue 1KOK-CHOR TAN DOI: https://doi.org/10.1017/S0953820812000544Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Export citation Request permission. (shrink)

This text explores how human beings construe experience: experience as a resource, as a potential for understanding, representing and acting on reality.

In the Nicomachean Ethics Aristotle examines the nature of happiness, which he defines as a specially good kind of life. He considers the nature of practical reasoning, friendship, and the role and importance of the moral virtues in the best life. This new edition features a revised translation and valuable new introduction and notes.

Numerous jurisdictions have recently raised the age of retirement or plan to do so. Pressure to extend people's working lives is due to population aging, which makes it harder to fund retirement through existing methods. Raising the retirement age can improve the ‘dependency ratio’ by increasing the fraction of the population that works (and pays taxes) relative to the fraction retired. This article gives sustained attention to connecting the case for retirement with one view about wellbeing, according to which old (...) age is subject to distinctive goods. The importance of being able to access these goods in old age favours an eventual exit from labour market participation that retirement provisions enable. This view is stronger than one that treats retirement as merely a safety net to enable people to stop work only when advanced aging makes it unreasonably burdensome. At the same time, the view likely does not justify status quo retirement ages, meaning that some increase to the retirement age might be defensible. The article also seeks to illuminate ways in which different aspects of population aging – in particular the distinction between dependency ratios and inequalities in longevity – bear differently on the wider debate about justice and retirement. (shrink)

Of the later dialogues of Plato, the Sophists stand out. This article highlights the concept of sophist as propounded by Plato. A didactic approach runs through the text. Socrates harps on the relation between sophist, philosopher and a statesman. Are they three different or they are the same. The basic idea that Plato wants to convey is, both features highlight some of the key enigmas of the dialogue: What is the relation between the outer and middle parts? How seriously are (...) we to take the outer part? And is there a genuine, and successful, attempt to say what the sophist is? The article focuses on two key problems discussed and solved in the middle part: the late-learners' problem, and the problem of false statement. The article also discusses communion of kinds and Plato's idea of the four quartets. (shrink)

This chapter focuses on the way that cultures change and how cultural diversity is created, maintained and lost. Human culture is the inevitable result of the way our species acquires its behavior. We are extremely social animals and an overwhelming proportion of our behavior is socially learned. The behavior of other animals is largely a product of innate evolved determinants of behavior combined with individual learning. They make quite modest use of social learning while we acquire a massive cultural repertoire (...) from the people we associate with (Richerson & Boyd, 2005: Chapter 2). Expertise in exploiting our environment, values about what matters in life and even feelings about whom to trust and whom to hate are mostly “absorbed” from those around us. (shrink)