Modelling contagious diseases needs to include a mechanistic knowledge about contacts between hosts and pathogens as specific as possible, e.g., by incorporating in the model information about social networks through which the disease spreads. The unknown part concerning the contact mechanism can be modelled using a stochastic approach. For that purpose, we revisit SIR models by introducing first a microscopic stochastic version of the contacts between individuals of different populations (namely Susceptible, Infective and Recovering), then by adding a random perturbation (...) in the vicinity of the endemic fixed point of the SIR model and eventually by introducing the definition of various types of random social networks. We propose as example of application to contagious diseases the HIV, and we show that a micro-simulation of individual based modelling (IBM) type can reproduce the current stable incidence of the HIV epidemic in a population of HIV-positive men having sex with men (MSM). (shrink)

The article considers whether tolerance, in the classical liberal sense, should be promoted in public education. The most substantial counter-argument is that it is problematic to uphold the ?objection condition,? explained below, which is an integral part of classical tolerance, while maintaining tolerance as a virtue. As a response to this, I first discuss an alternative interpretation of tolerance ? ?tolerance as being open-minded, unprejudiced and positive towards difference.? I contend that this understanding is not the preferable one in public (...) education, because it lacks sufficient distinctiveness and threatens to marginalize or exclude the classical concept of tolerance. I instead propose a modified version of classical tolerance to be promoted in public education, whereby permissible objections are restricted so as not to disrespect persons. This version allows, however, for pupils to have a wide range of objections while still being candidates for being called tolerant, with the result that promoting tolerance may clash with other important educational objectives. I argue that promoting tolerance is still needed as part of a robust educational approach to plurality in modern democratic states, but that we must be willing to accept that promoting tolerance sometimes assumes the place of a second-best educational alternative. (shrink)

Randolph Bourne was only thirty-two when he died in 1918, but he left a legacy of astonishingly mature and incisive writings on politics, literature, and culture, which were of enormous influence in shaping the American intellectual climate of the 1920s and 1930s. This definitive collection, back in print at last, includes such noted essays as "The War and the Intellectuals," "The Fragment of the State," "The Development of Public Opinion," and "John Dewey's Philosophy." Bourne's critique of militarism and advocacy of (...) cultural pluralism are enduring contributions to social and political thought, sure to have an equally strong impact in our own time. In their introduction and preface, Olaf Hansen and Christopher Lasch provide biographical and historical context for Bourne's work. (shrink)