Mole's (2008 [this issue]) argument that consciousness is a necessary concomitant of attention rests on the question of what is being attended in spatial attention. His answer is space. Some authors, including ourselves, claim that the fact that the processing of unseen objects can be modulated by spatial attention (e.g. Kentridge et al., 1999; 2004; 2008; Marzouki et al., 2007; Sumner et al., 2006) demonstrates that visual attention is not a sufficient precondition for visual awareness. Mole, however, contends that (...) as space, rather than any object that might occupy that space, is what is being attended, these experiments do not constitute evidence for a dissociation between attention and consciousness. We disagree. To understand the source of this disagreement we need to understand the various processes encompassed by the term 'attention' and to consider experimental evidence illustrating how these processes operate. We review evidence that spatial attention can be deployed with the specific goal of determining the properties of objects occupying the attended region of space. One might, for example, attend to a location with the goal of determining the colour of objects occupying that space as efficiently as possible. Mole's assumption that all that is attended in spatial attention is space is not consistent with this evidence. We conclude that attention can be directed at objects by mechanisms of so- called 'spatial attention' without those objects necessarily eliciting conscious visual experience and hence that attention is not a sufficient precondition for visual awareness. (shrink)

Since its publication in 1965, Brian Barry's seminal work has occupied an important role in the revival of Anglo-American political philosophy. A number of ideas and terms in it have become part of the standard vocabulary, such as the distinction between "ideal-regarding" and "want-regarding" principles and the division of principles into aggregative and distributive. The book provided the first precise analysis of the concept of political values having trade-off relations and its analysis of the notion of the public interest has (...) also been significant. (shrink)

(No abstract is available for this citation).

The objective of this essay is to forge a more explicit link between the “visual turn” and the “practice turn” in entrepreneurship research. Specifically, we explore three key aspects of mobilizing visual methods for studying entrepreneurship-as-practice, i.e., data sources, collection strategies, and analytical perspectives, highlighting the important theoretical and empirical promises that visual methods hold for said research. This essay bears implications for researchers and educators working at the intersection of entrepreneurship research, the practice theory, and visual methods.

In Part I of this discussion I considered the nature and validity of the principle of respect for persons as distinguished from its practical import and application. Before I proceed to that second topic let me draw together in summary fashion the main points of the view I have put forward.

Joining the ongoing academic debates around medical students’ alternative career choices, this research examines the role of family in medical school attendees’ entrepreneurial intention. Specifically, this study decomposes the multidimensionality of family embeddedness and highlights the mediated nature of the family–EI relationship. The empirical analysis relied on data from graduation year medical students from diverse geographical locations and from different institution types in China. These data were collected from a total of 687 questionnaires covering the basic information of individual, parents, (...) and family composition, as well as the measuring scale of EI. Examining medical students’ EI and its antecedents provide a dual-missing-link in the extant knowledge, i.e., it adds the medical school piece to the overall picture of university students’ EI, and equally important, it de-trivializes entrepreneurship from the extant theorizations of medical students’ career choices. This study also bears implications for educators, practitioners, and policymakers interested in better understanding EI of medical school attendees and family embeddedness. (shrink)

There is a touch of foolhardiness in the attempts to establish a precise identification for the great majority of birds mentioned by the authors of classical antiquity. Only a small minority of the ancient references and descriptions contains features which are indisputably diagnostic, while a probably not much bigger minority of the Mediterranean avifauna possesses characteristics of appearance, behaviour, or voice that would have enabled an ordinary Greek or Roman immediately to distinguish a member of one species from absolutely all (...) others, using the sole aids of his eyes, ears, and the largely inaccurate medley of lore handed down from one generation to the next. Thus any modern attempt to pin down the identity of this or that bird in an ancient author is fraught with many dangers and difficulties which must be recognized at the outset. (shrink)

The average educated Greek, I am sure, knew the early history of Greece as well as the average educated European knows the history of modern Europe, and could no more separate Theopompos from the first Messenian War or put Pheidon after Kypselos than we can separate Wellington from Waterloo or make Frederick the Great follow Napoleon. The professional historian, antiquarian, or chronographer would know much more, but could readily distort what he knew in trying to impose some theoretical pattern on (...) the past. Where so many of our sources are theoretical and when they survive in fragments which are rarely substantial enough to show in detail the theory on which they worked, it is not easy to see through to the core of Greek belief on which they were based. But facts there were and in the main it was from them that the theorizing started. (shrink)

In this lively and provocative book, W. G. Runciman shows where and why they fail, even after due allowance has been made for the different historical contexts in which they wrote.

W G M Elliott; Ideology and School Mathamatics: Reply to C. P. Ormell, Journal of Philosophy of Education, Volume 3, Issue 1, 30 May 2006, Pages 55–64, https://.

In Part I of this discussion I considered the nature and validity of the principle of respect for persons as distinguished from its practical import and application. Before I proceed to that second topic let me draw together in summary fashion the main points of the view I have put forward.