K.E. Løgstrups disputats fra 1942 – nu i revideret udgave med Løgstrups senere tilføjelser og rettelser. Redaktion og efterskrift ved Kees van Kooten Niekerk. Den transcendentalfilosofiske Problemstillings Forstaaelse af Livet i sig selv som formløst og skikkelsesløst deler Teologien ikke. Den jødisk-kristne Livsforstaaelse er den modsatte: at Livet er noget bestemt, før og uanset den Skikkelse det vinder i Kulturen. Menneskelivet er ikke først og ikke udelukkende Kultur-Liv. I Israels Tro og i Jesu Forkyndelse er Livet i sig selv, uanset (...) hvilke Skikkelser Mennesket giver det i sin Kultur, noget bestemt, fordi det er skabt Liv.” "For Løgstrup-fortolkere er det spændende at følge Løgstrups udvikling, hvor de senere tanker om den etiske fordring som et humant begreb og de suveræne livsytringer tager sin begyndelse i disputatsen." **** Henrik Gade Jensen, Jyllands-Posten "Løgstrup starter sin videnskabelige karriere med at rydde grunden for det livtag med den sekulariserede, gudløse tilværelsesforståelse, der siden blev hans opgave tilværelsen igennem. Der er en enestående konsekvens i Løgstrups liv og tænkning fra først til sidst, en teologisk konsekvens. Det er det, der er det store ved ham." Niels Højlund, Weekendavisen. (shrink)

The World Medical Association’s revised Declaration of Helsinki endorses the view that all trial participants in every country are entitled to the worldwide best standard of care. In this paper the authors show that this requirement has been rejected by every national and international committee that has examined this issue. They argue that the consensus view now holds that it is ethically permissible, in some circumstances, to provide research participants less than the worldwide best care. Finally, the authors show that (...) there is also consensus regarding the broad conditions under which this is acceptable. (shrink)

R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.

R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.

R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.

This paper introduces the medical factual matrix as a new and potentially valuable tool in medical ethical analysis. Using this tool it demonstrates the idea that a defined medical intervention can only be meaningfully declared futile in relation to a defined goal of treatment. It argues that a declaration of futility made solely in relation to a defined medical intervention is inchoate. It recasts the definition of goal futility as an intervention that cannot alter the probability of the existence of (...) the important outcome states that might flow from a defined intervention. The idea of value futility and the extent of physician obligations in futile situations are also addressed. It also examines the source of substantive conflicts which commonly arise within the doctor-patient relationship and the ensuing power relations that operate between doctor and patient when questions of futility arise. (shrink)

R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.

R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.

R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.

R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.

R K Elliott; Aestheticism, Imagination and Schooling: a reply to Ruby Meager, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 33–42.

R K Elliott; Aestheticism, Imagination and Schooling: a reply to Ruby Meager, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 33–42.

R K Elliott; D. W. Hamlyn on Knowledge and the Beginnings of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 109–116.

R K Elliott; D. W. Hamlyn on Knowledge and the Beginnings of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 109–116.

R. K. Elliott; VIII—Aesthetic Theory and the Experience of Art, Proceedings of the Aristotelian Society, Volume 67, Issue 1, 1 June 1967, Pages 111–126, https:/.

This paper implements the continuous Hindi Automatic Speech Recognition (ASR) system using the proposed integrated features vector with Recurrent Neural Network (RNN) based Language Modeling (LM). The proposed system also implements the speaker adaptation using Maximum-Likelihood Linear Regression (MLLR) and Constrained Maximum likelihood Linear Regression (C-MLLR). This system is discriminatively trained by Maximum Mutual Information (MMI) and Minimum Phone Error (MPE) techniques with 256 Gaussian mixture per Hidden Markov Model(HMM) state. The training of the baseline system has been done using (...) a phonetically rich Hindi dataset. The results show that discriminative training enhances the baseline system performance by up to 3%. Further improvement of ~7% has been recorded by applying RNN LM. The proposed Hindi ASR system shows significant performance improvement over other current state-of-the-art techniques. (shrink)

R K Elliott; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 7–27, https://doi.org/10.1111/j.1467-9752.1.

R K Elliott; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 7–27, https://doi.org/10.1111/j.1467-9752.1.

R K Elliott; Objectivity and Education, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 49–62, https://doi.org/10.1111/j.1467-9752.19.

R.K. Elliott's essays on aesthetics put forward a number of common themes that together constitute a unified approach to aesthetics. Throughout his writing, Elliott combines analytic rigour with sympathy for ideas in continental philosophy. This book, the first to gather together Elliott's key essays, powerfully illuminates the unifying role of imagination and the aesthetic in human experience.

R K Elliott; Louis Arnaud Reid: a remembrance, Journal of Philosophy of Education, Volume 20, Issue 1, 30 May 2006, Pages 3–6, https://doi.org/10.1111/j.1467-97.

R K Elliott; Louis Arnaud Reid: a remembrance, Journal of Philosophy of Education, Volume 20, Issue 1, 30 May 2006, Pages 3–6, https://doi.org/10.1111/j.1467-97.

R K Elliott; Objectivity and Education, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 49–62, https://doi.org/10.1111/j.1467-9752.19.

R K Elliott; The Concept of Creativity, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 97–104, https://doi.org/10.1111/j.1467-9752.19.

R K Elliott; The Concept of Creativity, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 97–104, https://doi.org/10.1111/j.1467-9752.19.

In this article, we present results from a literature review of intrinsic, instrumental, and relational values of nature conducted for the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services, as part of the Methodological Assessment of the Diverse Values and Valuations of Nature. We identify the most frequently recurring meanings in the heterogeneous use of different value types and their association with worldviews and other key concepts. From frequent uses, we determine a core meaning for each value type, which is (...) sufficiently inclusive to serve as an umbrella over different understandings in the literature and specific enough to help highlight its difference from the other types of values. Finally, we discuss convergences, overlapping areas, and fuzzy boundaries between different value types to facilitate dialogue, reduce misunderstandings, and improve the methods for valuation of nature's contributions to people, including ecosystem services, to inform policy and direct future research. © 2023 The Author(s). Published by Oxford University Press on behalf of the American Institute of Biological Sciences. (shrink)