I. The Antiope.—The papyrus fragments of theAntiope, written in a small and crabbed hand of the third century B.C., were first published by Mahaffy in vol. 1 of the Petrie papyri in 1891, a time when the study of writing on papyrus was in its early days and there was not the abundance of other literary texts to provide practice and comparison that there is to-day. An advance in the study of the text was made by Blass in 1892, whose (...) readings were based on first-hand knowledge of the manuscript; he was followed by von Arnim, who in his text in the Supplementum Euripideum introduced several startling alterations, based on the autotypes alone and very rarely justified by the papyrus. A landmark in the history of the text was reached when Hans Schaal published his dissertation De Euripidis Antiopa; not only had he studied the papyrus closely in London, but he was able to make use of several readings of Wilamowitz. Though he left some of the major problems unattacked, perhaps too readily, his text represents a great advance on that of his predecessors, and I have found his readings in the majority of cases where he differs from Mahaffy or von Arnim confirmed by the papyrus, and consequently I have taken his text as the basis of my collation. That there was still a little more to be deciphered was suggested to me by the late Dr. Hunt, and I am indebted to him as the instigator of these notes if there is anything of value in them. (shrink)

I. The Antiope.—The papyrus fragments of theAntiope, written in a small and crabbed hand of the third century B.C., were first published by Mahaffy in vol. 1 of the Petrie papyri in 1891, a time when the study of writing on papyrus was in its early days and there was not the abundance of other literary texts to provide practice and comparison that there is to-day. An advance in the study of the text was made by Blass in 1892, whose (...) readings were based on first-hand knowledge of the manuscript; he was followed by von Arnim, who in his text in the Supplementum Euripideum introduced several startling alterations, based on the autotypes alone and very rarely justified by the papyrus. A landmark in the history of the text was reached when Hans Schaal published his dissertation De Euripidis Antiopa; not only had he studied the papyrus closely in London, but he was able to make use of several readings of Wilamowitz. Though he left some of the major problems unattacked, perhaps too readily, his text represents a great advance on that of his predecessors, and I have found his readings in the majority of cases where he differs from Mahaffy or von Arnim confirmed by the papyrus, and consequently I have taken his text as the basis of my collation. That there was still a little more to be deciphered was suggested to me by the late Dr. Hunt, and I am indebted to him as the instigator of these notes if there is anything of value in them. (shrink)

A companion volume to In the Realm of Organization, this book explores in detail the intricate relationships that exist between technology, representation and organization from a diversity of perspectives, relocating the study of organization in wider social theory.

Two cases of carcinoma of the stomach presenting during the same month and dying within four weeks of one another less than one year later are presented. One was treated symptomatically and the other received radical surgery. The care they received depended on decisions about diagnosis and treatment; the outcomes of these and the difficulties involved in evaluating monetary costs and quality of care are discussed in the light of recent interest in medical audit.

During the 1980s, empirical social sciences and normative theory seemingly converged within ethical debates. This tendency kindled new debates about the limits and possibilities of empirical-normative collaboration. The article asks for adequate ways of collaboration by taking a closer look at the philosophy of science of empirical social sciences as well as normative theory development and its logical groundings. As a result, three possible modes of cooperation are characterized: first, the empirical assessment of conditions that actually necessitate the translation of (...) normatively derived basic principles into practice rules; second, the empirical assessment of conditions for application of a moral norm which are formulated by bridging principles; third, the empirical assessment of social practice which allows to measure whether adopted norms actually are implemented in practice or not and to encounter new moral problems which are in need of ethical guidance. Finally, the article defends a symbiotic position in Weaver ’s and Trevino's triad of possible approaches to empirical-normative collaboration in ethics. (shrink)

In addition to considering sociocultural, political, economic, and ethical factors, effectively engaging socioscientific issues requires that students understand and apply scientific explanations and the nature of science. Promoting such understandings can be achieved through immersing students in authentic real-world contexts where the SSI impacts occur and teaching those students about how scientists comprehend, research, and debate those SSI. This triangulated mixed-methods investigation explored how 60 secondary students’ trophic cascade explanations changed through their experiencing place-based SSI instruction focused on the Yellowstone (...) wolf reintroduction, including scientists’ work and debates regarding that issue. Furthermore, this investigation determined the association between the students’ post place-based SSI instruction trophic cascade explanations and NOS views. Findings from this investigation demonstrate that through the place-based SSI instruction students’ trophic cascade explanations became significantly more accurate and complex and included more ecological causal mechanisms. Also, significant and moderate to moderately large correlations were found between the accuracy and contextualization of students’ post place-based SSI instruction NOS views and the complexity of their trophic cascade explanations. Empirical substantiation of the association between the complexity of students’ scientific explanations and their NOS views responds to an understudied area in the science education research. It also encourages the consideration of several implications, drawn from this investigation’s findings and others’ prior work, which include the need for NOS to be forefront alongside and in connection with science content in curricular standards and through instruction focused on relevant and authentic place-based SSI. (shrink)

Health promotion efforts are commonly directed towards encouraging people to discard ‘unhealthy’ and adopt ‘healthy’ behaviours in order to tackle chronic disease. Typical targets for behaviour change interventions include diet, physical activity, smoking and alcohol consumption, sometimes described as ‘lifestyle behaviours.’ In this paper, I discuss how efforts to raise awareness of the impact of lifestyles on health, in seeking to communicate the need for people to change their behaviour, can contribute to a climate of ‘healthism’ and promote the moralisation (...) of people’s lifestyles. I begin by summarising recent trends in health promotion and introducing the notion of healthism, as described by Robert Crawford in the 1980s. One aspect of healthism is moralisation, which I outline and suggest is facilitated by efforts to promote health via information provision and educational strategies. I propose that perceived responsibility plays a role in mediating the tendency to moralise about health and behaviour. Since I argue that states ought to avoid direct and indirect moralisation of people’s health-related behaviour, this suggests states must be cautious with regard to the use of responsibility-indicating interventions to promote health. (shrink)

The last‐half of seventeenth‐century England witnessed an increasing number of works published questioning the traditional notions of God's work of creation and providence. Ascribing agency to matter, motion, chance, and fortune, thinkers ranging from Hobbes, Spinoza, modern‐Epicureans, and other presented a challenge to the Anglican defenders of social and ecclesiastical order. By examining the genesis of the Boyle Lectures that began in 1692 with a bequest from Robert Boyle, we can see that while the Lecturers—three of whom will be examined (...) in detail (Richard Bentley, John Harris, and William Whiston)—assiduously defended classical notions of the God–world relationship, they did so without a great sense of panic or pessimism. This transitional period in the mode of conflict or concord between religion and science sheds interesting lights on matters such as argument from design, biogenesis without purposive, personal agents, and scriptural exegesis and scientific inquiries. (shrink)

The first amounts, roughly, to "It is necessarily the case that any President of the U.S. is a citizen of the U.S." But the second says, "the person who in fact is the President of the U.S, has the property of necessarily being a citizen of the U.S," Thus, while (2) is clearly true, it would be reasonable to consider (3) false.

Mental health has become a domain of professional and scientific endeavor, distinguished in the modern mind from spirituality, which is understood as a more subjective, transcendent, and private concern. This sharp separation has been challenged in recent decades by scientific research, which demonstrates the positive benefits of spirituality/religion (S/R) for mental health. Increasing scientific interest in the topic is to be welcomed, but the contribution of theology to the debate has been neglected. It is proposed here that Jesus’ life and (...) teaching are presented in the synoptic Gospels as fundamentally concerned with what we now call mental health. Jesus’ teaching on worry, for example, offers various psychological strategies for dealing with anxiety. Moreover, it presents prayer as an effective and constructive response to worry, involving disciplined attention rather than avoidance. Critical interdisciplinary conversations between science and theology on matters such as worry offer a constructive approach to understanding the human condition in the context of adversity. (shrink)

With this issue we initiate the policy of expanding the scope of Tulane Studies in Philosophy to include, in addition to the work of members of the department, contributions from philosophers who have earned advanced degrees from Tulane and who are now teaching in other colleges and universities. The Editor THE LOGIC OF OUR LANGUAGE ROBERT L. ARRINGTON Wittgenstein wrote in the Tractatus that "logic is not a body of doctrine, but a mirror-image of the world. " 1 In line (...) with his suggestion that a proposition is a 'picture', Wittgenstein argued that propositions 'show' the logical structure of the real. He was insistent, however, that "the apparent logical form of a proposition need not be its real one. " 2 As a result of this we can misunderstand the structure of fact. Philosophical problems arise just when "the logic of our language is mis understood. " 3 It is common knowledge that much of this view of logic was rejected by Wittgenstein himself in the Philosophical Investi gations. There we are told that language has no ideal or sublime 4 logic which mirrors the structure of the extra-linguistic world. Consequently, inferences from the structure of language to the structure of that extra-linguistic world are invalid. Reality can be 'cut up' in any of a number of ways by language. Wittgenstein adopted a view of philosophy which would render that discipline a non-explanatory, non-critical study of the multiple ways in which language can be used. (shrink)

This book presents a theory about the kind of thing a mind is and, on the basis of this theory, a view about how minds are individuated and when two mental states belong to the same mind.

This introductory chapter reviews the history of the reception of philosophy from Asia and the Islamic World in Western philosophy and argues in favor of conceptualizing philosophy from a more globally informed point of view.

Existing research has examined if undergraduate factors influence chemistry and physics, or physical science, doctoral degree entry and whether variables during PhD programs associate with graduation. Yet research on the transition from bachelor’s degree to doctoral degree entry (i.e., PhD entry in less than 6 months, attainment of a master’s degree prior to doctoral degree entry, or working in a science-related job for more than a year prior to doctoral degree entry) on PhD degree graduation remains scarce. Our study examines (...) the transition from bachelor’s to doctoral degrees to see if experiences therein associate with female PhD graduation, after doctoral degree enrollment. Our logistic regression analysis, of female chemistry and physics doctorates (n = 867), indicated that attainment of a master’s degree did not change the likelihood of graduation, when compared to direct entry into physical science doctoral programs. Meanwhile working in a science-related job for a year or more is associated with a significantly lower likelihood of physical science doctoral graduation when compared to women who entered directly into PhD programs or received a master’s degree prior to enrollment. (shrink)

This introductory article frames our special issue in terms of how historicizing research integrity and fraud can benefit current discussions of scientific conduct and the need to improve public trust in science.

This book has been written in the hopes of equipping teachers-in-training—that is, teacher candidates—with the skills needed for action research: a process that leads to focused, effective, and responsive strategies that help students succeed.

This paper is one of the four interrelated action agenda papers resulting from the National Summit on Public Health Legal Preparedness convened in June 2007 by the Centers for Disease Control and Prevention and multi-disciplinary partners. Each of the action agenda papers deals with one of the four core elements of legal preparedness: laws and legal authorities; competency in using those laws; coordination of law-based public health actions; and information. Options presented in this paper are for consideration by policymakers and (...) practitioners — in all jurisdictions and all relevant sectors and disciplines — with responsibilities for all-hazards emergency preparedness.One expert's framing of the mission of public health may help improve understanding of the range of hazards for which to be legally prepared. These hazards include urgent realities — such as chronic disease, injury, disabilities, conventional communicable diseases, and an aging and obese population — and urgent threats, such as pandemic influenza, natural disasters, and terrorism. (shrink)