The Schur-Zassenhaus Theorem is one of the fundamental theorems of finite group theory. Here is its statement:Fact1.1 (Schur-Zassenhaus Theorem). Let G be a finite group and let N be a normal subgroup of G. Assume that the order ∣N∣ is relatively prime to the index [G:N]. Then N has a complement in G and any two complements of N are conjugate in G.The proof can be found in most standard books in group theory, e.g., in [S, Chapter 2, Theorem 8.10]. (...) The original statement stipulated one ofNorG/Nto be solvable. Since then, the Feit-Thompson theorem [FT] has been proved and it forces eitherNorG/Nto be solvable. (The analogous Feit-Thompson theorem for groups of finite Morley rank is a long standing open problem).The literal translation of the Schur-Zassenhaus theorem to the finite Morley rank context would state that in a groupGof finite Morley rank a normal π-Hall subgroup (if it exists at all) has a complement and all the complements are conjugate to each other. (Recall that a groupHis called aπ-group, where π is a set of prime numbers, if elements ofHhave finite orders whose prime divisors are from π. Maximal π-subgroups of a groupGare called π-Hall subgroups. They exist by Zorn's lemma. Since a normal π-subgroup ofGis in all the π-Hall subgroups, if a group has a normal π-Hall subgroup then this subgroup is unique.)The second assertion of the Schur-Zassenhaus theorem about the conjugacy of complements is false in general. As a counterexample, consider the multiplicative group ℂ* of the complex number field ℂ and consider thep-Sylow for any primep, or even the torsion part of ℂ*. LetHbe this subgroup.Hhas a complement, but this complement is found by Zorn's Lemma (consider a maximal subgroup that intersectsHtrivially) and the use of Zorn's Lemma is essential. In fact, by Zorn's Lemma, any subgroup that has a trivial intersection withHcan be extended to a complement ofH. Since ℂ* is abelian, these complements cannot be conjugated to each other. (shrink)

One of the purposes of this paper is to prove a partial Schur-Zassenhaus Theorem for groups of finite Morley rank.Theorem 2.Let G be a solvable group of finite Morley rank. Let π be a set of primes, and let H ⊲ G a normal π-Hall subgroup. Then H has a complement in G.This result has been proved in [1] with the additional assumption thatGis connected, and thought to be generalized in [2] by the authors of the present article. Unfortunately in (...) the last section of the latter paper there is an irrepairable mistake. Here we give a new proof of the Schur-Zassenhaus Theorem using the results of [2] up to the last section and a new result that we are going to state below.The second author has shown in [11] that a nilpotentω-stable group is the central product of a divisible subgroup and a subgroup of bounded exponent, generalizing a well-known result of Angus Macintyre about abelian groups [8]. One could ask a similar question for solvable groups: are they a product of two subgroups, one divisible, one of bounded exponent? One is allowed to be hopeful because of the well-known decomposition of the connected solvable algebraic groups over algebraically closed fields as the product of the unipotent radical and a torus. (shrink)

O objetivo deste artigo é propor, de modo simples e saudável, uma releitura transformadora na relação entre os ministérios ordenados e a missão leiga, sobretudo no tocante à espiritualidade laical como colaboração eclesial. Com efeito, desde o tempo de Jesus, o protagonismo leigo, como cooperador à evangelização sempre foi ressaltado e muito bem aproveitado pelo Mestre; dessa forma, nota-se o quanto a Igreja carece hoje dessa ajuda primordial. Não por menos, o Concilio Vaticano II, no decreto Apostolicam Actuositatem, diz que (...) o fiel leigo é indispensável á missão da Igreja. Assim, entre tantas orientações, o mesmo decreto convoca a renovar e valorizar o ardor missionário com o apostolado leigo no interior da Igreja. Nesse sentido, é urgente a aplicação do pedido solicitado no Concílio Vaticano II para os tempos atuais, visando à sua concretização e não ficar somente em uma longínqua teoria. É nesta óptica, que a V CELAM, realizada em Aparecida, enfatiza mais uma vez a indispensabilidade do leigo como colaborador profícuo na missão eclesial. Por fim, vemos em muito a realização exemplar de muitos fiéis leigos batizados em seu exercício de ministros não-ordenados que oferecem subsídios riquíssimos para santificar a vida na Igreja. (shrink)

TOPOGRAPHICAL MISSIONS ΤΟ LATO I (2005-2007): A CRITICAL ANALYSIS OF THE PLAN BY J. DEMARGNE AND V. SEYK (1901) In the years 2005 and 2007 the site of Lato in Crete was the object of three new topographical and geomorphological study campaigns. The works carried out over the entire site permitted in particular the analysis of the only to date available complete plan of the city, that of J. Demargne and the architect V. Seyk undertaken in 1900. The objectif was (...) to establish its documentary interest and limits in use, and thus better prepare new measurements and guide renewed field work. To do this, it was first necessary (I) to retrace the history of previous graphic documentation, (II) to analyse the work of J. Demargne and V. Seyk, so as (III) to gauge its value against the standards of current research, and (IV) to establish its interest in terms of the cultural resource management of the site. A second paper to appear in BCH will develop, on basis of a new documentation, the urban and morphological analysis of the remains of Lato. (shrink)

COSTA, Alexandre da. Fundamentos da bioética: estudo sobre o pensamento de Hugo Tristram Engelhardt Jr. FERREIRA, Amauri Carlos. O imaginário religioso e modos de vida urbana: experiência e memória da Juventude Católica em Belo Horizonte – MG, anos 80. GONÇALVES, Davidson Sepini. O Panóptico de Jeremy Bentham: por uma leitura utilitarista. GÓIS, Aurino José. Parque Municipal de Belo Horizonte: público, apropriações e significados. FARIA, Paulo Antônio Couto. Teologia no limiar da filosofia: a modernidade e o encontro fé e razão na (...) obra de Henrique Cláudio de Lima Vaz. (shrink)

La polémique entre V. Soloviev et L. Lopatine met en lumière les recherches de la philosophie russe sur son mode propre de compréhension du Moi. Pour Soloviev, on ne peut attribuer au sujet de la conscience en tant que tel une réalité autre que phénoménologique. Lopatine propose une variante, proche de Leibniz, selon laquelle le Moi est une conscience subjective, présente aux différents niveaux du développement spirituel. Cette interprétation est reprise et développée, dans une certaine mesure, par N. Losski. G. (...) Chpet tire un bilan de la discussion, en posant le caractère « communautaire » [ obščnost ’] particulier du Moi, qui se réalise non par la « généralisation » [ obobščenie ] mais par la « communication » [ obščenie ]. (shrink)

This is a long-awaited reprint of the major work of the late Alexandre Koyré, one of the greatest masterpieces of the history of Western philosophy. The early nineteenth century saw a revival of Boehme studies but even the commentaries of Franz von Baader could not be substituted for a scholarly synthesis of Boehme's thought. Boehme is a universe of his own, and only the immense learning of a man like Koyré, with his rare ability to synthesize and clarify, could have (...) done justice to him. Through and beyond the rich and baroque splendor of the cosmic poetry of the Dawn of the Mysterium Magnum, we see the birth of the modern philosophical spirit. What Boehme offers us is a philosophy of freedom, and, despite the modesty of his comparisons, Koyré does not fail to show how all this anticipates the greatest Idealistic systems.--M. J. V. (shrink)

This study investigated students’ perceptions of ethical organizational climates, attitudes towards ethical issues, and the perceived relationship between ethical behavior and success in business organizations. Comparisons were made between the attitudes of these future managers with previously published studies of Russian managers’ attitudes. A survey of 100 business students in three Moscow universities showed that their attitudes toward ethical behavior were more negative than those of Russian managers. No significant differences were found in the perceptions or attitudes of students who (...) had attended an ethics course and those that did not. The implications for both managers and researchers were reported. (shrink)

This impressive compilation of the material presented at the Second World Congress on Paraconsistency held in Juquehy-Sao Sebastião, São Paulo, Brazil, represents an integrated discussion of all major topics in the area of paraconsistent logic---highlighting philosophical and historical aspects, major developments and real-world applications.

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

The Greek Prophetologion manuscript Q12 from the library of the Academy of Sciences in St. Petersburg, copied in 1275, contains some thirty marginal notes written in Alanic, a pre-stage of Ossetic. On leaf 100r, the glossator provided the Greek heading τ παραμο(ν) τς μέ(σο) ν´ (i.e. μεσοπεντηκοστς), ‘Eve of Mid-Pentecost’, with a gloss πητζινάκ χουτζάου πάν which most probably means ‘Pecheneg Sunday’. A Pecheneg festival established after the decisive victory of John II over the Pechenegs is attested by both Nicetas (...) Choniates and Ecloga Basilicorum. It is no wonder that this festival reached distant Alania, since the 12th century was a heyday for the Orthodox Christianity in the Northern Caucasus. The battle took place near Beroea in spring of the “fifth year” of John II's reign. The majority of historians tend to opt for 1122, but we would not exclude 1123 either. Whatever the year, the marginal note from Q12 may help in establishing the day of the battle, which is not mentioned either in Greek or in Scandinavian sources. If the battle of Beroea took place in 1122, it happened either on the 20th–22nd or on the 24th–26th of April. If the battle was fought in 1123, the day of the victory could then be either the 10th–12th or the 14th–16th of May. (shrink)

The urgency of the research is that the simulacra of the virtual-online culture of the information society and the conditions for its formation are analyzed. The term "simulacrum" by J. Baudrillard is related to the virtual-online culture of the information society, because a person uses substitutes, copies of things, and not their originals. Setting objectives. This problem is caused by the fact that today the personality is formed in an artificially created virtual world that distorts the personality and forms its (...) torn and inappropriate image. This type of society as a virtual-online one needs its interpretation and analysis of a new conceptual-categorical apparatus. Analysis of recent research and publications. These are works by J. Baudrillard "Simulacra and simulations", as well as R. Simmel, R. Bart, R. Deborah, G. Bataille, G. Lacan, M. McLuhan, M. Foucault, G. Deleuzae, J. Derrida.The questions of the philosophy of postmodernism and the theory of simulacra of J. Baudrillard are considered in the works of such researchers: A. Gritsanov, N. Katsuk, A. Dyakov, N. Zinchenko, N. Mankovskaya, O. Pechenkina, O. Scalatska, V. Ferroni and others. The question of the simulacrum is considered by J. Baudrillard in a number of works: "Symbolic Exchange and Death", "Seduction", "Simulacra and Simulation", "Transparency of Evil" and others. The selection of unexplored parts of the general problem is the conceptualization of the concept of "simulacrum" and its discovery in the virtual-online information society. The basis of the research is the conceptualization of the basic patterns of simulacra and the virtual-online culture of the information society, which is a scientific novelty. Setting the objective - the usage of approaches, in particular, structural-synergistic and practical synergetic methodology that makes it possible to analyze the simulacra of postmodern as complex constuctions. Presenting main material. The analysis of formation and development of online-virtual culture of personality which uses simulacra; the definition of "simulacrum" is presented; an analysis was made of the fact that the game constituent has become a dominant component of the modern virtual world, and the game itself became a marker of the postmodern society with the performing "I"-game in the middle; the definition of "online virtual culture" is given in the context of which "I" is implemented; the network society is shown as a new type of culture of virtual reality. Conclusions - the simulacra of the virtual-online culture of the information society in the conceptual survey of postmodernists has been formed. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

Numenius and Ammonius, by E. R. Dodds.--Plotin zwischen Platon und Stoa, von W. Theiler.--Être, vie, pensée chez Plotin et avant Plotin, par P. Hadot.--Plotin et les gnostiques, par H. C. Puech.--Die Frage nach dem Transzendenten im Mittelplatonismus, von H. Dörrie.--Mito e poesia nelle Enneadi di Plotino, di V. Cilento.--Quelle oder Tradition? Von R. Harder.--"Bewusst" und "unbewusst" bei Plotin, von H. R. Schwyzer.--The background of the doctrine "That the intelligibles are not outside the intellect," by A. H. Armstrong.--Une comparaison chez Aristote, (...) Alexandre et Plotin, par P. Henry. (shrink)

Abstract In this chapter, we challenge the presupposed concept of innovation in the responsible innovation literature. As a first step, we raise several questions with regard to the possibility of ‘responsible’ innovation and point at several difficulties which undermine the supposedly responsible character of innovation processes, based on an analysis of the input, throughput and output of innovation processes. It becomes clear that the practical applicability of the concept of responsible innovation is highly problematic and that a more thorough inquiry (...) of the concept is required. As a second step, we analyze the concept of innovation which is self-evidently presupposed in current literature on responsible innovation. It becomes clear that innovation is self-evidently seen as (1) technological innovation, (2) is primarily perceived from an economic perspective, (3) is inherently good and (4) presupposes a symmetry between moral agents and moral addressees. By challenging this narrow and uncritical concept of innovation, we contribute to a second round of theorizing about the concept and provide a research agenda for future research in order to enhance a less naïve concept of responsible innovation. (shrink)

Peut-on prouver que l’âme raisonnable est par elle-même et essentiellement forme du corps? C’est pour résoudre cette question que des générations de lecteurs d’Averroès recourent à la distinction entre forme inhérente et forme assistante. On examine l’histoire de cette distinction dans l’après-coup du concile de Vienne (1312) et du concile de Latran V (1513), dans sa triple dimension noétique, ontologique et anthropologique. On présente les sources et les divers aspects de la théorie averroïste de la forme assistante, de Siger de (...) Brabant à la scolastique tardive et à la première modernité, selon laquelle l’intellect n’est ni forme inhérente ni moteur séparé, mais forme séparée. (shrink)

The development of new methods in the field of prenatal testing leads to an expansion of information that needs to be provided to expectant mothers. The aim of this research is to explore opinions and attitudes of gynecologists in Germany, Poland and Russia towards access to prenatal testing and diagnostics in these countries. Semi-structured interviews were conducted with n = 18 gynecologists in Germany, Poland and Russia. The interviews were analyzed using the methods of content analysis and thematic analysis. Visible (...) in all three countries is a connection of prenatal medicine with the politically and socially contentious issue of pregnancy termination. Respondents in Poland and Russia concentrated on the topic of inadequate resources. Quality of information for expectant mothers is an important point in all three countries. Only in Germany was the issue of language barriers in communication raised. With regard to non-invasive prenatal testing (NIPT) respondents in Germany focused on the ethical issues of routinization of testing; in Poland and Russia they concentrated on fair access to NIPT. Challenges in all three countries arise from structural factors such as imprecise and prohibitive regulations, lack of resources or organization of healthcare services. These should be addressed on a political and medico-ethical level. (shrink)

For millennia, diagnosticians distinguished natural sadness that arose from social circumstances from depressive disorders that were disproportionate to their contexts. In 1980, the DSM-III transformed this tradition through equating depressive disorders with symptoms without regard to context. Nevertheless, it excluded grieving people without especially severe or enduring symptoms from diagnosis. Subsequently, considerable empirical research indicated that bereavement was not unique but a model for all stressor-maintained conditions. Yet, despite the evidence showing that the causes, prognoses, and optimal treatments for context-specific (...) depressions differ from those that aren’t, the DSM-5 removed the bereavement exclusion from the diagnostic criteria for major depression. This article considers the reasons behind this elimination and its implications for the research, labeling, and treatment of depression. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.

A fundamental notion in a large part of mathematics is the notion of equicardinality. The language with Hartig quantifier is, roughly speaking, a first-order language in which the notion of equicardinality is expressible. Thus this language, denoted by LI, is in some sense very natural and has in consequence special interest. Properties of LI are studied in many papers. In [BF, Chapter VI] there is a short survey of some known results about LI. We feel that a more extensive exposition (...) of these results is needed. The aim of this paper is to give an overview of the present knowledge about the language LI and list a selection of open problems concerning it. After the Introduction $(\S1)$ , in $\S\S2$ and 3 we give the fundamental results about LI. In $\S4$ the known model-theoretic properties are discussed. The next section is devoted to properties of mathematical theories in LI. In $\S6$ the spectra of sentences of LI are discussed, and $\S7$ is devoted to properties of LI which depend on set-theoretic assumptions. The paper finishes with a list of open problem and an extensive bibliography. The bibliography contains not only papers we refer to but also all papers known to us containing results about the language with Hartig quantifier. Contents. $\S1$ . Introduction. $\S2$ . Preliminaries. $\S3$ . Basic results. $\S4$ . Model-theoretic properties of $LI. \S5$ . Decidability of theories with $I. \S6$ . Spectra of LI- sentences. $\S7$ . Independence results. $\S8$ . What is not yet known about LI. Bibliography. (shrink)

Following Hartry Field in distinguishing disquotational truth from a conception that grounds truth conditions in a community's usage, it is argued that the notions are materially inequivalent (since the latter allows truth-value gaps) and that both are needed. In addition to allowing blanket endorsements ("Everything the Pope says is true"), disquotational truth facilitates mathematical discovery, as when we establish the Gödel sentence by noting that the theorems are all disquotationally true and the disquotational truths are consistent. We require a more (...) substantial notion, however, if we intend to use truth values and truth conditions in explaining communication by language. (shrink)

The increasing demographic changes of populations in many countries require an approach for managing the complexity of sociocultural differences. Such an approach could help healthcare organizations to address healthcare disparities and inequities, and promote cultural safety for healthcare providers and patients alike. Almutairi's critical cultural competence (CCC) is a comprehensive approach that holds great promise for managing difficulties arising from sociocultural and linguistic issues during cross‐cultural interactions.CCChas addressed the limitations of many other cultural competence approaches that have been discussed in (...) the literature. Therefore, the purpose of this study is to define the construct ofCCCand the theoretical components of theCCC. (shrink)