Book reviewed in this article: Just War Tradition and the Restraint of War: A Moral and Historical Inquiry. By James Turner Johnson.

In this paper, we study Vapnik‐Chervonenkis density (VC‐density) over indiscernible sequences (denoted VCind‐density). We answer an open question in [1], showing that VCind‐density is always integer valued. We also show that VCind‐density and dp‐rank coincide in the natural way.

ABSTRACT Dance requires optimal range-of-motion and cognitive abilities. Mental imagery is a recommended, yet under-researched, training method for enhancing both of these. This study investigated the effect of Dynamic Neuro-Cognitive Imagery (DNI™) training on developpé performance (measured by gesturing ankle height and self-reported observations) and kinematics (measured by hip and pelvic range-of-motion), as well as on dance imagery abilities. Thirty-four university-level dance students (M age = 19.70 + 1.57) were measured performing three developpé tasks (i.e., 4 repetitions, 8 consecutive seconds (...) hold, and single repetition) at three time-points (2 x pre-, 1 x post-intervention). Data were collected using three-dimensional motion capture, mental imagery questionnaires, and subjective reports. Following the DNI™ intervention, significant increases (p <.01) were detected in gesturing ankle height, as well as in hip flexion and abduction range-of-motion, without significant changes in pelvic alignment. These gains were accompanied by self-reported decrease (p <.05) in level of difficulty experienced and significant improvements in kinesthetic (p <.05) and dance (p <.01) imagery abilities. This study provides evidence for the motor and non-motor benefits of DNI™ training in university-level dance students. (shrink)

In seeking for an understanding of ethical practices in health care situations, our challenge is always both to recognize and respond to the call of individuals in need. In attuning ourselves to the call of the vulnerable other an ethical moment arises. Asking ‘how are you?’ in health care practice is our very first possibility to learn how a particular person finds herself or himself in this particular situation. Here, ‘how are you?’ shows itself as an ethical question that opens (...) up a relational space that calls forth a response. It is a way to understand the situated moments in which we are already that enables us to act respectfully. Our ethical frameworks assist us in trying to decide what is the right thing to do given a set of circumstances. Yet there is a prior step that already calls us to ethical attention; this is when we ask ‘how are you?’, which transforms a seemingly small interaction into an ethical moment. ‘How are you?’ is a question that turns us back to who we are as health care professionals and calls us to be more deeply attentive to the moment. When we sincerely ask ‘how are you?’ we enact our ethical commitments to one another. (shrink)

In this 1970 introduction to philosophy Mr Taylor concentrates on two central topics - explanation and meaning. He takes the argument far enough to acquaint the reader first-hand with the methods and approach of analytical philosophy, and yet because of the scope of these two topics he is able to introduce many of the traditional philosophical problems in epistemology, metaphysics, ethics, aesthetics, and logic. By this approach he avoids the dangers both of superficiality and of undue technicality. Philosophers are concerned (...) to analyse and describe certain concepts and modes of argument, not to establish facts or conclusions of any sort that can be tested by formal demonstration or controlled observation; their findings cannot be conveniently categorized or graded into a comprehensive and progressive course of studies. Mr Taylor meets this difficulty with his extended discussions of specific topics and questions which have implications over the whole subject. (shrink)

Eusebius' Life of Constantine is the most important single record of Constantine, the emperor who turned the Roman Empire from prosecuting the Church to supporting it, with huge and lasting consequences for Europe and Christianity. The only English version previously available is based on a seventeenth-century Greek edition, but two new critical editions produced this century make a new English version necessary. The authors of this edition present the results of the recent scholarly debate, as well as their own researches (...) so as to clarify the significance of Eusebius' work and introduce the student to the text and its interpretation, thus opening up the contentious issues. At face value much of what Eusebius wrote is false. This book shows how, once his partisan interpretations and rhetoric are properly understood, both Eusebius' text and the documents it contains give vital historical insights. (shrink)

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Book reviewed in this article: Just War Tradition and the Restraint of War: A Moral and Historical Inquiry. By James Turner Johnson.

Written in the anthropological tradition of ethnography, this is a comprehensive account of the radical American musical called experimentalism that arose early in the century and peaked in the 1950s and 1960s.

Lawyers and the legal system have been much criticized in recent years. Despite popular perceptions, the legal system contains numerous mechanisms and rules designed to ensure fair results. This paper shows how the legal system tries to implement, in commercial transactions, the ethical principles of truthfulness and fairness. The Anglo-American development of Equity Courts is reviewed briefly. Several examples of the Law's enforcement of ethical principles are presented, in four different legal areas: Contracts, Securities, Goods, and Real Estate. The intent (...) here is to present an overview of the problem, with area-specific illustrations, rather than a comprehenisve examination of the cases in just one area. (shrink)

In this paper, the authors revisit the pre-service teacher practicum experience and propose that mobile technology, with its ability to provide instant communication and immediate access to resources, could minimise the “disconnect” between theory and the school classroom and improve the experience for all parties involved. However, before this project began, the wide-ranging ethical considerations surrounding the use of mobile technologies had to be addressed. This paper outlines a range of issues that should be considered whenever mobile technologies are to (...) be employed when researching in schools. (shrink)

In saying ‘N knows that p’, where the supposed knowing is gained through rational reflection (the paradigm form of knowing, conceptually), I endorse N’s belief as rationally held, and hence correct (the ‘RhCB’ analysis). We understand this ‘hence’ not as ‘hence, infallibly’ but as ‘hence in fact’– a reliability reading, not implying infallibility (cf. the use of ‘hence’ to attribute non‐deterministic causation). The false appearance of inconsistency in our taking knowing to require an infallible guarantee of correctness while regularly attributing (...) knowledge where we lack an absolute guarantee arises from misreading of the ‘hence’ as implying infallibility, partly due to the mistaken assumption that ‘know’ functions purely descriptively. Though aware that rationality may occasionally fail to ensure correctness, we accept it as sufficing to yield knowledge wherever it does not fail – a consistent non‐infallibilist understanding of what knowing requires. (shrink)