One of the key learning objectives in any health professional course is to develop ethical and judicious practice. Therefore, it is important to address how medical and pharmacy students respond to, and deal with, ethical dilemmas in their clinical environments. In this paper, we examined how students communicated their resolution of ethical dilemmas and the alignment between these communications and the four principles developed by Beauchamp and Childress. Three hundred and fifty-seven pharmacy and medical students (overall response rate=63%) completed a (...) questionnaire containing four clinical case scenarios with an ethical dilemma. Data were analysed using multiple methods. The findings revealed that 73% of the qualitative responses could be exclusively coded to one of the ‘four principles’ determined by the Beauchamp and Childress' framework. Additionally, 14% of responses overlapped between the four principles (multiple codes) and 13% of responses could not be coded using the framework. The subsequent subgroup analysis revealed different response patterns depending on the case being reviewed. The findings showed that when students are faced with challenging ethical dilemmas their responses can be aligned with the Beauchamp and Childress framework, although more contentious dilemmas involving issues of law are less easily categorised. The differences between year and discipline groups show students are developing ethical frames of reference that may be linked with their teaching environments and their levels of understanding. Analysis of these response patterns provides insight into the way students will likely respond in ‘real’ settings and this information may help educators prepare students for these clinical ethical dilemmas. (shrink)

Human civilisation faces a range of existential risks, including nuclear war, runaway climate change and superintelligent artificial intelligence run amok. As we show here with calculations for the New Zealand setting, large numbers of currently living and, especially, future people are potentially threatened by existential risks. A just process for resource allocation demands that we consider future generations but also account for solidarity with the present. Here we consider the various ethical and policy issues involved and make a case for (...) further engagement with the New Zealand public to determine societal values towards future lives and their protection. (shrink)

During the course of two campagns in May and November 2000, a large scale geophysical sur- vey combining resistivity and magnetometry studies was carried out over an area of about 5.5 hectares in the southwest corner of the urban area at Philippi. The results achieved the initial goal, which was to identify the limits of the block with the Bath House prior to a resumption of its excavation. They also extended our knowledge of the urban layout of the ancient town (...) and its double orientation and identified the existence and indeed the plans — if not always the fonctions — of several important monuments. Part of the results could be confirmed by observations of the remains visible on the surface, and in particular from a study of the aerial photographs. (shrink)

A third electrical geophysical prospection campaign conducted at Philippi in September 2001 added 9 ha to the area already covered. The interpretation of the results in the West part of the town shows that it was organised in three rows of insulae of the same module (ca. 27 x 83 m). The first row on the south side of the principal axis, which is the Via Egnatia, comprises several monumental groups, induding a large Early Christian basilica and a double stoa (...) along a small public square. The second and third rows are more difficult to interpret because of disturbances associated with the presence of a fortified Byzantine redoubt around the marsh Gate. A comparison of these geophysical data with the records of the French excavations, the epigraphic and photographie evidence and a topographical survey, has considerably clarified their interpretation. (shrink)

This paper explores how meaningful learning in management education can occur when we keep our focus on classroom activities and strategies that fosterconceptual conflict, variation in instructional approaches, and accountability from both instructors and students for the learning process. To that end, we offer the DNA of learning metaphor. This metaphor makes explicit effective pedagogical practices and encourages instructors to take a more challenging and possibly transformative approach to their course design and classroom experiences.

It has long been known that two medieval scholiasts, one of them called John of Sicily, the other anonymous, commenting on a passage of Hermogenes', ascribe what looks like a passage of the de Sublimitate to ‘Longinus’. On the assumption, however, that the ‘Longinus’ referred to must be Cassius Longinus, the third-century rhetorician, scholars have tended to minimize the vweight of the evidence and attempted to explain it away. For it is now established that the de Sublimitate must date from (...) the first century A.D. Yet, apart from the identity of ‘Longinus’, the evidence of the scholiasts looks clear and specific. (shrink)

In the de Abstinentia book I chapters 7–12 Porphyry gives an account of the views of Hermarchus, the Epicurean, on abstinence from animal food. This account, which is presumably derived from Hermarchus' work on Empedocles, would seem to preserve his actual words, for in chapter 9 the word γωγε is used where it must refer to Hermarchus. It would be exceedingly careless of Porphyry, if he were merely summarizing or paraphrasing, to leave this word as it stands.