Games have become a standard tool in management education. The authors have cooperated on developing just such a teaching aid for business people and management students interested in playing the business game ethically. Dr Higginson is Director of The Ridley Hall Foundation, Ridley Hall, Cambridge, CB3 9HG and Geoff Moore is Principal Lecturer at Newcastle Business School, University of Northumbria at Newcastle, Newcastle upon Tyne NE1 8ST.

Games have become a standard tool in management education. The authors have cooperated on developing just such a teaching aid for business people and management students interested in playing the business game ethically. Dr Higginson is Director of The Ridley Hall Foundation, Ridley Hall, Cambridge, CB3 9HG and Geoff Moore is Principal Lecturer at Newcastle Business School, University of Northumbria at Newcastle, Newcastle upon Tyne NE1 8ST.

This collection of thirteen essays by prominent scholars explores the history of evolutionary thought in all of its cultural richness over the past two hundred years. Evolutionary ideas have undergone fundamental changes and are now found to have diverse sources and universal scope. They are no longer beholden to biologists’ understanding of their own past, and do not focus exclusively on Charles Darwin. This volume aims to address the problem of the human significance of evolution. The contributors draw on contemporary (...) sources as diverse as medicine, literature and natural history tableaux, as well as the resources of publishing history, feminine scholarship, and the histories of politics, sociology, and philosophy. The essays offer new perspectives on familiar figures such as Erasmus, Charles Darwin, Lamarck, Chambers, Huxley, and Haeckel, but also on many lesser known participants in the evolutionary debates. Contents Preface; Introductory conversation; 1. Erasmus Darwin: Doctor of Evolution? R. Porter; 2. Nature’s powers: a reading of Lamarck’s distinction between creation and production L. Jordanova; 3. Lamarckism and democracy: corporations, corruption, and comparative anatomy in the 1830s A. Desmond; 4. The nebular hypothesis and the science of progress S. Schaffer; 5. Behind the veil: Robert Chambers and Vestiges J. A. Secord; 6. Of love and death: why Darwin ’gave up Christianity’ J. R. Moore; 7. Encounters with Adam, or at least the Hyaenas: nineteenth-century visual representation of the deep past M. Rudwick; 8. Huxley and woman’s place in science: the ’woman question’ and the control of Victorian anthropology E. Richards; 9. Ideology, evolution, and late-Victorian agnostic popularizers B. Lightman; 10. Ernst Haeckel, Darwinismus, and the secularization of nature P. Weindling; 11. Holding your head up high: degeneration and orthogenesis in theories of human evolution P. J. Bowler; 12. Evolution, ideology, and world view: Darwinian religion in the twentieth century J. R. Durant; 13. Persons, organisms, and łdots primary qualities R. M. Young; Afterword John C. Greene; Index. (shrink)

_341_ _Objectives: _In patients with multivessel disease both the detection of the culprit lesion and the exact allocation are important preconditions for sufficient treatment and improved outcome. In a vessel based approach the combination of quantitative coronary angiography and fractional flow reserve measured by a pressure wire should be advantageous compared to myocardial SPECT, as morphological and functional information is delivered simultaneously. Therefore our aim was to evaluate MS in the detection and allocation of hemodynamically significant stenoses obtained by the (...) combined gold standard QCA plus FFR in patients with multivessel disease. _Methods: _FFR and QCA of 95 vessels in 80 patients have been evaluated. Hemodynamically significant target lesions were defined as intermediate stenoses between 50 and 75% with an FFR. (shrink)

More than any other textbook, Moore and Parker's Critical Thinking has defined the structure and content of the critical thinking course at colleges and universities across the country--and has done so with a witty writing style that students enjoy. Now in full-color, the eighth edition brings the concepts of critical thinking to life in vivid detail, with current examples relevant to today's students.

This paper develops a set of 16 criteria, divided into four groupings, for responsible business practice (RBP) in Small and Medium-Sized Enterprises (SMEs) drawn from the existing SME/RBP literature. The current lack of a general set of criteria against which such activity can be judged is noted and this deficit is redressed. In order to make an initial assessment in support of the criteria so derived, an exploratory feasibility study of RBP in U.K. Fair Trade organisations was conducted. The findings (...) from this study show that most but not all of the RBP criteria seem to be applicable to U.K. Fair Trade organisations but it is recommended that the complete set of criteria continues to be used in further research until such time as there is a general consensus as to which criteria are appropriate. Implications for RBP in small businesses in general, and for Fair Trade organisations in particular, are drawn out and suggestions for further research are identified. (shrink)

Games have become a standard tool in management education. The authors have cooperated on developing just such a teaching aid for business people and management students interested in playing the business game ethically. Dr Higginson is Director of The Ridley Hall Foundation, Ridley Hall, Cambridge, CB3 9HG and Geoff Moore is Principal Lecturer at Newcastle Business School, University of Northumbria at Newcastle, Newcastle upon Tyne NE1 8ST.

The metaphysics of evolution -- Scientists and the spiritual world.

This book's importance is derived from three sources: careful conceptualization of teacher induction from historical, methodological, and international perspectives; systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.

Martin Heidegger wrote one and only one preface for a scholarly work on his thinking, and it was for William J. Richardson’s study Heidegger: Through Phenomenology to Thought, first published in 1963. Ever since, both Heidegger’s Preface and Richardson’s groundbreaking book have played an important role in Heidegger scholarship. Much has been discussed about these texts over the decades, but what has not been available to students and scholars up to this point is Richardson’s original comments and questions to Heidegger (...) that led to the famous Preface. These are published here for the first time both in the German original and in our English translation. In our commentary we 1) discuss how Heidegger’s Preface came about, 2) explain the source and status of the materials published here, and 3) pair selected passages from Richardson’s text with Heidegger’s reply in his Preface to highlight the consonance of their thinking. (shrink)

Richard Neely, Take Back Your Neighborhood New York: Donald I. Fine, Inc., 1990, 224pp.

Are there things we should value because they are, quite simply, good? Richard Kraut argues that there are not. Goodness, he holds, is not a reason-giving property - in fact, there may be no such thing. It is an illusory and insidious category of practical thought.

Delusions, a key feature of psychosis, are usually thought of as a type of belief, as in the definition of the American Psychiatric Association: A false belief based on incorrect inference about external reality that is firmly sustained despite what almost everyone else believes and despite what constitutes incontrovertible and obvious proof or evidence to the contrary. The belief is not one ordinarily accepted by other members of the person’s culture or subculture (e.g. it is not an article of religious (...) faith). This characterization is often criticized, but other definitions typically comprise similar elements. For some, delusions are only loosely considered as beliefs (Jaspers 1963; Moor and Tucker .. (shrink)

G. E. Moore attended Russell’s lectures on Leibniz in 1899 and kept detailed notes which have been preserved among his papers. The present article prints his notes in their entirety with annotations.

G. E. Moore attended Russell’s lectures on Leibniz in 1899 and kept detailed notes which have been preserved among his papers. The present article prints his notes in their entirety with annotations.

This paper explores how insights from two-dimensional semantics can be brought to bear on debates surrounding (realist) metaethical naturalism. It defends two central claims. (1) A plausible principle of 2-D symmetry for normative terms provides us with reason to reject standard forms of synthetic metaethical naturalism. (2) Moore's Open Question Argument can be powerfully revived within the framework of 2-D semantics. I approach these issues by diagnosing how Attitudinal Semanticists' use of 2-D semantics--to account for moral objectivity--goes wrong. I argue (...) that their "rigidification" strategy doesn't resolve, but merely pushes under the rug, the fundamental concerns that robust moral realists have with Attitudinal Semantics. These concerns re-emerge when we consider the intuitive symmetry between the primary and secondary intensions of normative terms. Attempts to restore symmetry via super-rigidity are subsequently shown to pose "Open Question" problems for (realist) metaethical naturalism more broadly. (shrink)

In this paper I defend what I call the argument from epistemic reasons against the moral error theory. I argue that the moral error theory entails that there are no epistemic reasons for belief and that this is bad news for the moral error theory since, if there are no epistemic reasons for belief, no one knows anything. If no one knows anything, then no one knows that there is thought when they are thinking, and no one knows that they (...) do not know everything. And it could not be the case that we do not know that there is thought when we believe that there is thought and that we do not know that we do not know everything. I address several objections to the claim that the moral error theory entails that there are no epistemic reasons for belief. It might seem that arguing against the error theory on the grounds that it entails that no one knows anything is just providing a Moorean argument against the moral error theory. I show that even if my argument against the error theory is indeed a Moorean one, it avoids Streumer's, McPherson's and Olson's objections to previous Moorean arguments against the error theory and is a more powerful argument against the error theory than Moore's argument against external world skepticism is against external world skepticism. (shrink)

Norman Malcolm Norman Malcolm was instrumental in elaborating and defending Wittgenstein’s philosophy, which he saw as akin to a kind of “ordinary language” philosophy, in America. He also defended a novel interpretation of Moore’s “common sense philosophy” as a version of ordinary language philosophy, although Moore himself disagreed. Malcolm criticized Descartes’ account of mind … Continue reading Malcolm, Norman →.