The European Union welfare standardsfor intensively kept pigs have steadilyincreased over the past few years and areproposed to continue in the future. It isimportant that the cost implications of thesechanges in welfare standards are assessed. Theaim of this study was to determine theprofitability of rearing pigs in a range ofhousing systems with different standards forpig welfare. Models were constructed tocalculate the cost of pig rearing (6–95 kg) in afully-slatted system (fulfilling minimum EUspace requirements, Directive 91630/EEC); apartly-slatted system; a high-welfare,straw-based system (...) (complying with the UK-basedRoyal Society for the Prevention of Cruelty toAnimals, Freedom Food standards) and afree-range system. The models were also used toassess the consequences of potential increasesin space allowance, and to estimate the cost ofrearing pigs under organic standards.The cost of rearing pigs ranged from92.0 p/kg carcass weight (cw) and 94.6 p/kgcw forthe partly-slatted and fully-slatted systems,to 98.8 p/kgcw and 99.3 p/kgcw for the FreedomFood and free-range systems respectively. Whenspace allowance was increased by 60% to levelsin a recent proposal to revise pig welfareDirective (91/630/EEC), the rearing costs wereunchanged for the free-range system but rose by4.6 p/kgcw for the fully-slatted system. Rearingcosts under organic standards were 31% higherthan in the free-range system. These resultssuggest that improved pig welfare can beachieved with a modest increase in cost. (shrink)

This article examines Bentham's contribution to anti-colonial thought in the context of the development of the British radical movement that attacked colonialism on the grounds that it advantaged what Bentham called the at the expense of the . It shows that Bentham was influenced as much by Josiah Tucker and James Anderson as by Adam Smith. Bentham's early economic critique is examined, and the sharp changes in his arguments after 1800 assessed, in the context of the American and French Revolutions (...) and the effects of British industrialization. The article also highlights the importance of Bentham's writings inspired by the Spanish colonial crisis of the early 1820s. They show developments in his economic analysis and include some very acute discussions of the psychological satisfactions that elites could gain from colonialism. The article ends with a brief comparison between Bentham and later radical thinkers to put his ideas in context. (shrink)

This volume provides a fresh perspective on current democratic theory and practice by recovering the rich evaluations of democracy in the history of political thought. Each essay addresses a single thinker’s reflections on the virtues and defects of democracy and the relationship between democracy and other regimes.

Considerable attention has been paid to the ideas of critics of the British Empire in the period of its most rapid expansion and rather less to the views of those who supported it strongly. This article investigates the arguments of what are called , showing how they used the language of character, stiffened by elements from earlier languages of virtue, to justify the possession of empire. They argued that character had been critical in making Britain an imperial power and also (...) claimed that, without the stimulus to action and duty provided by the defence and the governance of empire, character would atrophy, and the nation would suffer catastrophic and irreversible decline. The article ends by comparing the position with that of, firstly, the larger body of more pragmatic supporters of empire and, secondly, the small group of radical anti-imperialists who feared that empire was destructive of character. (shrink)

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

The eight books reprinted in this set played an important role in defining attitudes and expectations about imperialism on the British Left in the twentieth century. They are vital in understanding the transition from the liberal anti-imperialism of the nineteenth century to the more overtly socialist critiques of the twentieth.

Two conditions are commonly taken to constitute an obligation of confidentiality: information is entrusted by one person to another; and there is an express understanding that this will not be divulged. This conception of confidentiality, however, does not match much of the practice of health care. Health care practitioners would, for example, hold themselves to be under an obligation of confidentiality in situations where neither of these conditions obtain. The discussion proposes, therefore, two additional grounds for confidentiality. This is in (...) order to clarify, in general terms, the scope of this obligation (i.e. to clarify at what point confidentiality can be said to have been broken). The ‘limits of confidentiality’, it is argued, are set by the wishes of the client or, where these are not known, by reference to those whose right and need to know relate to the care of the client. Anonymous references to the client outside this limit may not be breaches of confidence; whether they are or not depends, it is suggested, on if such reference is responsible. (shrink)

An important part of the student nurse’s training involves reflection on practice, as expressed in written assignments and seminar discussions. In this, students make use of material drawn from their work with clients. A key ethical question is, therefore: should clients’ permission be sought by students for this use of case material in coursework assignments. This article examines in some detail the arguments both for and against seeking clients’ permission and concludes that, in view of the principle of respect for (...) autonomy, there is a moral obligation to gain consent. It is argued, however, that there may be legitimate exceptions to this. (shrink)

An important part of the student nurse’s training involves reflection on practice, as expressed in written assignments and seminar discussions. In this, students make use of material drawn from their work with clients. A key ethical question is, therefore: should clients’ permission be sought by students for this use of case material in coursework assignments. This article examines in some detail the arguments both for and against seeking clients’ permission and concludes that, in view of the principle of respect for (...) autonomy, there is a moral obligation to gain consent. It is argued, however, that there may be legitimate exceptions to this. (shrink)