Dormancy or hibernation is a non‐proliferative state of cells with low metabolic activity and gene expression. Dormant cells sequester ribosomes in a translationally inactive state, called dormant/hibernating ribosomes. These dormant ribosomes are important for the preservation of ribosomes and translation shut‐off. While recent studies attempted to elucidate their modes of formation, the regulation and roles of the diverse dormant ribosomal populations are still largely understudied. The mechanistic details of the formation of dormant ribosomes in stress and especially their disassembly during (...) recovery remain elusive. In this review, we discuss the roles of dormant ribosomes and their potential regulatory mechanisms. Furthermore, we highlight the paradigms that need to be answered in the field of ribosomal dormancy. (shrink)

The integration of language production and comprehension processes may be more specific in terms of developmental timing than Pickering & Garrod (P&G) discuss in their target article. Developmental studies do reveal links between production and comprehension, but also demonstrate that the integration of these skills changes over time. Production-comprehension links occur within specific language skills and specific time windows.

On Malcolm Schofield’s highly influential reading of the Similarity Regress in Part I of the Parmenides, the problem that the Regress poses is explanatory. Socrates posited the Similarity Form in order to explain why similar things are similar: similar things are similar because they participate in the Form Similarity as copies of the same original. Yet, the Similarity Regress generates an infinite series of Similarity Forms such that explanation is deferred ad infinitum. Schofield provides a philosophical incentive for adopting his (...) reading. He argues that the treatment of similarity in Part II of the dialogue yields a complete explanation of similarity. If we adopt this account, we can avoid the Similarity Regress altogether since a Form of Similarity is not needed in order to explain why similar things are similar. Thus, his interpretation has a hugely important philosophical pay-off. However, there is a different way to read the argument. Socrates claims that each Form is only one. Yet, the Similarity Regress is an argument that generates an infinite series of Similarity Forms. This results in a violation of the principle of non-contradiction: there is both only one Similarity Form and infinitely many Similarity Forms. Yet, anything that is incompatible with the principle of non-contradiction is surely absurd. Nobody, as far as I am aware, has explored whether this reading also has philosophical pay-off if we look at it together with similarity in Part II. However, should this interpretation pay off, it would be a viable alternative to Schofield’s. In this paper, I explore both views in the context of the treatment of similarity in Part II of the Parmenides. I argue for an account of similarity that differs from Schofield’s. Although my account is not wholly dismissive of Schofield’s, it renders the pay-off of Schofield’s account less appealing than he suggests. Furthermore, I show that the account of similarity in Part II also yields important lessons for the proponent of the alternative reading of the Similarity Regress: similarity as treated in Part II simply leads to further infinite regresses, thereby pushing us to consider rejecting the account of similarity in Part II too and to look for some other account intead. (shrink)

ABSTRACT In this paper, we build upon M.M. McCabe's [2021] characterisation of two accounts of logos and Socratic endeavour in Plato's Euthydemus. We argue that the brothers, Euthydemus and Dionysodorus, are engaged in and committed to an endeavour which has features in common with Socrates’. It has an aim, rules, and is subject to failure. It is also a unified activity in which structure, process and continuity are important. However, the brothers’ only aim is impressing their audience and they seem (...) to have no interest in knowledge, truth or the kind of moral development that Socrates values. They are also committed to very few of Socrates’ rules for conversation. Our analysis of the brothers’ project shows us that Plato presents us with an interesting problem: how we should respond to people who engage in conversation with us but with an aim that seems trivial and without the rules that we think are crucial for intellectual and moral development. (shrink)

AimThe aim of this study was to determine the presence of depressive symptoms and understand the potential factors associated with these symptoms among physicians in Bangladesh during the COVID-19 pandemic.MethodsA cross-sectional study using an online survey was conducted in between April 21 and May 10, 2020, among physicians living in Bangladesh. Participants completed a series of demographic questions, COVID-19-related questions, and the Patient Health Questionnaire-9. Descriptive statistics, test statistics were performed to explore the association between physicians’ experience of depression symptoms (...) and other study variables. Stepwise binary logistic regression was followed while conducting the multivariable analysis.ResultA total of 390 physicians completed the survey. Of them, 283 were found to be experiencing depressive symptoms. Predictors which were significantly associated with depressive symptoms were gender, the presence of sleep disturbance, being highly exposed to media coverage about the pandemic, and fear around COVID-19 infection, being assaulted/humiliated by regulatory forces and by the general public, while traveling to and from the hospital and treating patients during the countrywide lockdown.ConclusionThe findings of this study demonstrate that there is a high prevalence of depressive symptom among physicians especially among female physicians in Bangladesh during the COVID-19 pandemic. Immediate, adequate and effective interventions addressing gender specific needs are required amid this ongoing crisis and beyond. (shrink)

Research ethics committees (RECs) have played a crucial role in expediting the review of research protocols amidst the COVID‐19 pandemic. To improve their performance and identify areas of enhancement, a multicentric study was conducted in India by the Forum for Ethical Review Committees in the Asian and Western Pacific Region (FERCAP). The study aimed to evaluate the preparedness of Indian RECs during the COVID‐19 outbreak while conducting protocol reviews and comprehend the challenges they encountered. After obtaining ethics committee approval, a (...) cross‐sectional observational study was conducted using two validated questionnaires, one for REC member secretaries/chairpersons and another for REC members. The questionnaires consisted of 13 multiple‐choice questions, 10 yes or no questions, and 2 open‐ended questions each. The study was distributed to multiple RECs. A total of 109/200 participants, including 13 REC member secretaries, 12 chairpersons and 84 REC members from a total of 34 REC's, consented to participate in the study. During the COVID‐19 pandemic, 23/25 (92%) of the RECs conducted online meetings. The most common challenges faced by RECs included risk‐benefit analysis (12/25 RECs), review of informed consent (12/25 RECs), and protocols involving vulnerable populations (10/25 RECs). 65% of the REC members reported the need for ethics review training, and 66/84 REC members agreed or strongly agreed that RECs require training in COVID‐19 protocol review. Additionally, 62/84 REC members agreed or strongly agreed that central/joint RECs should review multicenter COVID‐19 protocols. RECs in India encountered difficulties while reviewing risk‐benefit analyses, informed consent documents (ICDs), and COVID‐19 protocols and they suggested providing training on these topics. (shrink)

This book focuses on mathematical logic that was a prominent philosophical method in the Lvov-Warsaw School. Kazimierz Twardowski, who was the founder of the Lvov-Warsaw School, favoured psychology as a philosophical method. However, his pupil Jan Łukasiewicz opposed to him and claimed that the proper method is mathematical logic. Łukasiewicz’s work attracted many other members of the Lvov-Warsaw School and soon became one of its most important subjects of interest. The results of its members in the field of mathematical logic (...) have achieved world fame, but they have not yet been presented thoroughly and systematically in the Czech philosophical literature. The aim of this work is to partially fill this gap. The first chapter is a historical introduction to the issue. The subsequent three chapters deal directly with the logical systems created and developed by the logicians of the Lvov-Warsaw School: propositional calculus, multivalued logics, and Leśniewski’s system of logic and the foundations of mathematics. The last three chapters focus on the philosophical theories that have been influenced by mathematical logic: theories of truth, problems of deduction, induction, and methodology of science, as well as the original approach to the history of logic introduced by Łukasiewicz. (shrink)

Zájem současné sociologie a dalších společenských věd o výzkumy spokojenosti a štěstí zatemňuje skutečnost, že původně právě sociologie chtěla „štěstí" poskytovat a nahrazovat tak náboženské přístupy ke světu. Tento implicitně nábo- ženský charakter je patrný i v rané české sociologii v dílech prvních propagátorů sociologie, jako byl především Emanuel Makovička, a později u některých následovníků a epigonů T. G. Masaryka, v meziválečném období zejména u Ladislava Kunteho, R. I. Malého, Alexandra Sommera-Batěka, Jindřicha Fleischnera a Jana Duška. Z hlediska vývoje české (...) sociologie šlo o zcela okrajové postavy, ačkoli mnohé z nich vynikly v jiných oblastech, jako celek jsou nicméně vyjádřením jednoho z aspektů dobových teoretických úvah o společnosti, jejím uspořádání a vývoji, na který by nemělo být zapomínáno. Zatímco T. G. Masaryka a pozdější akademické sociology „omezoval" vědecký charakter jejich práce, a i pokud směřovali k sociálnímu reformismu, oddělovali jej od teoretické sociologie, „sociologie vedoucí ke štěstí" nalezla plné uplatnění ve vizích a ambiciózních projek- tech těchto amatérských takésociologů - třebaže skončily faktickými nezdary nebo ani nedošly praktického naplnění, ostatně stejně jako v případě jejich pravzoru, Comtova pozitivistického apoštolátu. (shrink)

Prvi in drugi del predavanja na splošno obravnavata možnosti in meje medkulturnega sporazumevanja. Pri tem se z vidika temeljnih navad in »globokih razpoloženj« razložijo razlike med kulturnimi svetovi ljudi. Iz tega se poraja razlikovanje med razsežnostjo vsakdanje prakse, ki jo lahko dandanes srečamo kjer koli v svetu in v kateri se ne pojavljajo nikakršne načelne težave medkulturnega sporazumevanja, in razsežnostjo, v kateri je treba premagovati takšne težave in v kateri zaradi tega grozi tako imenovani »clash« kultur. Tretji del predavanja (...) poizkuša na posameznih primerih konkretizirati te splošne predhodne razlage, tako da najprej osvetli pomen družine in demokracije v razvoju zahodnjaškega sveta vse tja do novoveškega gospostva principa subjektivitete in mu nasproti postavi pomen družine v vzhodni Aziji. V nadaljevanju se paradigmatično konfrontira vlogo subiectuma, torej »subjekta« v indoevropski gramatiki in zahodnjaški ontologiji z brezsubjektno strukturo japonskih stavkov in njihovim habitualnim ozadjem. Pri tem se pokaže, da je treba pri premagovanju načelnih težav medkulturnega sporazumevanja izbrati drugačno pot, kot jo ubira naturalistično vračanje k nečemu, kar je biološko skupnega vsem ljudem, ali načelno-teoretsko izpeljevanje domnevno univerzalnih norm človekovih pravic.My presentation consists of three sections. In the title of the lecture, the term “understanding” occurs – in German “Verstehen” – which is embedded in the expression “coming to an understanding,” in German “Verständigung,” i.e., an understanding which includes the effort we need in order to achieve it. Accordingly, in the first section of my reflections, I would like to explain by means of a phenomenologically oriented philosophy why such an effort is required at all, i.e., why the agreement between people does not come to be by itself. In the second section, I will concentrate upon the problem of intercultural coming to an understanding. I intend to show why there are still today fundamental obstacles standing in the way of such an understanding. In the third and final section of my reflections, I would like to explicate these principle difficulties, using the intercultural coming to an understanding between the Eastern and Western hemispheres as an example. I will then close my paper with the question how these difficulties might be overcome. (shrink)

lnek se zabv komparac pedpoklad rakousk koly a ekonomie hlavnho proudu se zamenm na jejich realistinost a dsledky plynoucmi z odlinosti tchto pedpoklad. Hlavn pozornost je vnovna rozdlnmu chpn role a zpsobu zskvn informac. Pedpoklady ekonomie hlavnho proudu jsou na zklad uveden argumentace oznaeny za zmrn nereln proto, aby vyhovovaly matematickm modelm. Dle jsou analyzovny dopady matematizace ekonomie, zejmna v kontextu jejho vyuit pro predikce ekonomickho vvoje.

lnek se zabv kritickm rozborem hlavnch metod zkoumn rakousk ekonomick koly. Nejprve je pozornost vnovna metodologickmu individualismu a subjektivismu a monch problm, kter jsou spojeny s jejich pln konzistentnm uplatovnm. Dle je vysvtlena neoprvnnost kritiky ekonomie hlavnho proudu rakouskou kolou z hlediska praxeologickho zkona. Posledn kapitola se vnuje kritice axiomatickho chpn racionality jakoto nutnho pedpokladu pro metodologick individualismus a praxeologii.

Tato sta - recenze - "Od polovzdlanosti k nevzdlanosti" - se zabv knihou K. P. Liessmanna "Teorie nevzdlanosti"; v jejch stopch proml a doml tyto otzky: 1. Jak je dvj zakldajc a zacilujc vztah k ideji vzdlanosti? 2. Jak je nynj vztah k ideji vzdlanosti, zakldajc se mimo ni a zacilujc se proti n? 3. Jak je zakldajc a zacilujc antiidea dnenho "vzdlvn"? 4. Jak je zakldajc a zacilujc antiidea "vzdlvn" v dnench "vzdlvacch institucch", zvlt pak ve kolch jako "vzdlvacch (...) institucch"? 5. Jak je bytn zklad zakldajc a zacilujc antiideje dnenho "vzdlvn" (tj. i jak je bytn zklad zakldajc a zacilujc antiideje "vzdlvn" v dnench "vzdlvacch institucch", tj. i ve kolch jako "vzdlvacch institucch")? - Tato recenzn sta - "Od polovzdlanosti k nevzdlanosti", zabvajc se knihou K. P. Liessmanna "Teorie nevzdlanosti" a v jejch stopch promlejc a domlejc ony otzky, dodv dodatek o struktue dnenho kolstv, dle nj struktura dnenho kolstv tkv v rozdlen na vy koly - tovrny a ni koly - stoky i v propojen vych kol - tovren a nich kol - stok posuvnou hranic, tj. hranic posuvnou pouze smrem nahoru, nikoli ovem smrem dol. (shrink)