Different families of transport proteins catalyze transmembrane solute translocation, employing different mechanisms and energy sources. Several of these functionally dissimilar proteins nevertheless exhibit similar strutural units, consisting of six tightly packed α‐helices which may comprise all or part of a transmembrane channel. It is now recognized that some of these families arose independently of each other by convergence, while others arose from common precursors by divergence. The former families apparently arose at different times in evolutionary history, in different groups of (...) organisms, employing different routes. (shrink)

Metaphysics and language: Quine, W. V. O. On the individuation of attributes. Körner, S. On some relations between logic and metaphysics. Marcus, R. B. Does the principle of substitutivity rest on a mistake? Van Fraassen, B. C. Platonism's pyrrhic victory. Martin, R. M. On some prepositional relations. Kearns, J. T. Sentences and propositions.--Basic and combinatorial logic: Orgass, R. J. Extended basic logic and ordinal numbers. Curry, H. B. Representation of Markov algorithms by combinators.--Implication and consistency: Anderson, A. R. Fitch on (...) consistency. Belnap, N. D., Jr. Grammatical propaedeutic. Thomason, R. H. Decidability in the logic of conditionals. Myhill, J. Levels of implication.--Deontic, epistemic, and erotetic logic: Bacon, J. Belief as relative knowledge. Wu, K. J. Believing and disbelieving. Kordig, C. R. Relativized deontic modalities. Harrah, D. A system for erotetic sentences. (shrink)

pt. 1. lecture 1. Meet the beast ; lecture 2. Medieval formulations ; lecture 3. The Reformation, the apocalypse revived ; lecture 4. Prophecy and science I, Francis Bacon ; lecture 5. John Milton and freedom of the press ; lecture 6. New Heaven, new earth, modern democracy ; lecture 7. Andrew Marvell, poet of the Republic ; lecture 9. The universe as matter, the universe as spirit -- pt. 2. lecture 10. The hope of Israel, the origins of (...) toleration ; lecture 11. Anti-Antichrist, the limits of prophecy ; lecture 12. Prophecy and Science II, prophecy and progress ; lecture 13. The apocalypse and the American Revolution ; lecture 14. Antichrist and the post-apocalyptic age, cold war ideology ; lecture 15. Antichrist and the post-apocalyptic age, Martin Luther King, Jr. ; lecture 16. Antichrist and the post-apocalyptic age, belief against politics. (shrink)

David Ehrenfeld argues that humanism emphasizes reason at the expense of emotion, and that its narrow focus on the use of reason to serve human interests leads to a dichotomy between man and nature in which ecological factors are subordinated to the satisfaction of human wants. In response, I argue that: (1) humanists stress employment of reflective reason and reason’s interrelations with other aspectsofthe human personality, (2) humanism’s typical commitment to naturalism locates man as part of nature and does not (...) entail an exclusive focus on human interests, and (3) humanism’s commitment to the legitimate sphere of human interests does not entail indifference to nonhuman nature, for a healthy environment is necessary for the long-term satisfaction of human interests. (shrink)

En este artículo, deseamos reflexionar sobre un punto neurálgico en nuestra realidad educativa:si no cambiamos nuestra mentalidad docente, si no modificamos nuestro accionar comoprofesores, la brecha entre la realidad social y la burbuja de cristal en la que hemos convertidoa los centros de estudio, escuelas, colegios y universidades será cada vez más grande. Con unasituación como la que planteamos, no es difícil entender algunas de las razones por las que losestudiantes no alcanzan los resultados académicos que nosotros como enseñantes deseamos (...) y,en un porcentaje alto (30 %, según los datos internos de la universidad), cambian de carrera o-lamentablemente- abandonan el proceso educativo. La transformación -necesaria y obligatoria-debe nacer de nosotros; no podemos exigírsela a nuestros estudiantes, pues es nuestraresponsabilidad hacer que sus aprendizajes sean significativos. (shrink)

David Ehrenfeld argues that humanism emphasizes reason at the expense of emotion, and that its narrow focus on the use of reason to serve human interests leads to a dichotomy between man and nature in which ecological factors are subordinated to the satisfaction of human wants. In response, I argue that: humanists stress employment of reflective reason and reason’s interrelations with other aspectsofthe human personality, humanism’s typical commitment to naturalism locates man as part of nature and does not entail an (...) exclusive focus on human interests, and humanism’s commitment to the legitimate sphere of human interests does not entail indifference to nonhuman nature, for a healthy environment is necessary for the long-term satisfaction of human interests. (shrink)

Evaluation is, as J. R. Maze has recently suggested, central to the concept of attitude. But it is argued that Maze's noncognitivist analysis of evaluation yields an inadequate account of our ordinary concept of attitude. A criteriological account of evaluation is sketched which allows for an objective dimension to evaluation and hence to attitudes. In the case of attitudes, it is argued that some criteria will be chosen at least in part for their consequences, and hence will not be chosen (...) solely on the basis of interest, preference or affect. (shrink)

Bishop is a professor of nursing; Scudder is a professor of philosophy.

In this paper we exhibit a non-finitely based, finitely generated quasi-variety of De Morgan algebras and determine the bottom of the lattices of sub-quasi-varieties of Kleene and De Morgan algebras.