This volume explores the relationship between law and geography, especially with respect to taken-for-granted distinctions between the social and the material, the human and non-human, and what constitutes persons and things. As a genuinely reflective `Law and Geography' project, this collection offers interdisciplinary inquiry, particularly in response to globalisation - of law, commerce, environmental change and society - which renders relations between the local and the global more significant. Because of the sheer expansiveness and complexity of both law and geography (...) we use conceptual frames to structure this volume - boundaries, land, property, nature, identity, culture and time, and knowledge. These frames cut across the various subdivisions of law and geography described above and provide a route into the various practical and theoretical deliberations on the interrelationship and interstices of law and geography which follow. The chapters are diverse in style, research methodology, and subject matter. (shrink)

I shall define a free action as one a man is able to do. Various things limit a man's freedom. The most unpopular is the government, or other people who have the power of preventing us from doing what we want. But our freedom is also circumscribed by lack of physical and mental strength or skill, including that of knowing how to manage other human beings. Other factors limiting our freedom are our ignorance, our passions and our habits. Some men (...) say they value their freedom from these things, especially their freedom from passion, so much that they would prefer to be in prison or on the rack rather than be a slave to them, but one suspects they exaggerate. (shrink)

Clarifying the mission of the American high school / Ernest L. Boyer--Educational goals and curricular decisions in the new Carnegie Report / John Martin Rich--Essential schools : a first look / Theodore R. Sizer--Teaching and learning : the dilemma of the American high school / Chester E. Finn, Jr.--The paideia proposal : rediscovering the essence of education / Mortimer Adler--The paideia proposal : noble amibitions, false leads, and symbolic politics / Willis D. Hawley--Cultural literacy : let's get specific / E.D. (...) Hirsch, Jr.--Cultural literacy : what every educator needs to know / Thomas H. Estes, Carol J. Gutman, and Elise K. Harrison--A blueprint for public education / John E. Chubb--Should market forces control educational decision making / Jack Tweedie--Teachers as transformative intellectuals / Henry A. Giroux--Dilemma language / Colin Lacey--Rich schools, poor schools : the persistence of unequal education / Arthur E. Wise and Tamar Gendler--Partial privatization of publice school finance / Thomas G. Fox and John Riew--Quality and equality in American education : public and Catholic schools / James S. Coleman--Oranges plus apples, Dr. Coleman, give you oranges plus apples / James Rogers--Synthesis of research on school-based management / Jane L. David--Unfulfilled promises / Betty Malen, Rodney T. Ogawa, and Jennifer Kranz--Effective high schools--What are the common characteristics? / Joseph Murphy and Philip Hallinger--Effective schools : a friendly but cautionary note / Larry Cuban--In education, magnets attract controversy / Mary Haywood Metz--Schools of choice : a path to educational quality or 'Tiers of inequity'? / Kathleen Sylvester--Interesting times / Alan H. Jones--Making a difference in educational quality through teacher education / Carolyn M. Evertson, Willis D. Hawley, and Marilyn Zlotnik--Developing a career ladder : getting down to the basics / Thomas Deering--The career ladder and lattice : a new look at the teaching career / Timothy J.L. Chandler, Stacey L. Lane, Janice M. Bibik, and Bernard Oliver--Equity, quality, and effectiveness in bilingual education / George M. Blanco--Bilingual--No! / Muriel Paskin Carrison--Multiethnic education and the quest for equality / James A. Banks--The limits of pluralism / M. Donald Thomas--The case for keeping mentally retarded children in your regular classrooms / Martin Tonn--Mainstreaming : a formative consideration / Harry N. Chandler--Reflections on three decades of eduction of the gifted / A. Harry Passow--Equity vs. excellence : an eductional drama / James J. Gallagher. (shrink)

This study draws on Kohlberg''s Cognitive Moral Development Theory and Hofstede''s Culture Theory to examine whether cultural differences are associated with variations in ethical reasoning. Ethical reasoning levels for auditors from Australia and China are expected to be different since auditors from China and Australia are also different in terms of the cultural dimensions of long term orientation, power distance, uncertainty avoidance and individualism. The Defining Issues Tests measuring ethical reasoning P scores were distributed to auditors from Australia and China (...) including Hong Kong and The Chinese Mainland. Results show that auditors from Australia have higher ethical reasoning scores than those from China, consistent with Hofstede''s Culture Theory predictions. (shrink)

Now that stem cell scientists are clamouring for human eggs for cloning-based stem cell research, there is vigorous debate about the ethics of paying women for their eggs. Generally speaking, some claim that women should be paid a fair wage for their reproductive labour or tissues, while others argue against the further commodification of reproductive labour or tissues and worry about voluntariness among potential egg providers. Siding mainly with those who believe that women should be financially compensated for providing eggs (...) for research, the new stem cell guidelines of the International Society for Stem Cell Research (ISSCR) legitimise both reimbursement of direct expenses and financial compensation for many women who supply eggs for research. In this paper, the authors do not attempt to resolve the thorny issue of whether payment for eggs used in human embryonic stem cell research is ethically legitimate. Rather, they want to show specifically that the ISSCR recommended payment practices are deeply flawed and, more generally, that all payment schemes that aim to avoid undue inducement of women risk the global exploitation of economically disadvantaged women. (shrink)

Policy‐makers, bioethicists, and patient advocates have been engaged in a fierce battle about the merits and potential harms of a federal right‐to‐try law. This debate about access to investigational medical products has raised profound questions about the limits of patient autonomy, appropriate government regulation, medical paternalism, and political rhetoric. For example, do patients have a right to access investigational therapies, as the right‐to‐try movement asserts? What is government’s proper role in regulating and facilitating access to drugs that are still in (...) development? In this review, we analyze the history of the right‐to‐try movement, review the arguments put forth by supporters and opponents of the legislation, and consider the movement’s consequences. Two possible scenarios may emerge. One is that the right‐to‐try pathway may fail to meaningfully increase patient access to investigational products. Alternatively, certain companies may attempt to rely on the federal right‐to‐try legislation to sell investigational products, taking advantage of the provision that allows for direct costs, as there is currently no clear mechanism for enforcement or monitoring of cost calculations. (shrink)

Gallant hero of romantic film, who has just killed his equally gallant antagonist in a duel: ‘Was I wrong, father?’ Father : ‘You were both wrong; and you were both right, too.’ David Hume, speaking of moral sceptics, once said ‘And as reasoning is not the source, whence either disputant derives his tenets; it is in vain to expect, that any logic, which speaks not to the affections, will ever engage him to embrace sounder opinions‘. I am guilty of an (...) inconsistency of some kind in quoting the above passage from Hume with approval for, though everything Hume wrote ought to be quoted with approval, it is inconsistent to approve of advice, and then immediately to disregard it. I am also guilty of an inconsistency of another kind. Once upon a time I myself defended a version of moral scepticism, but I can say in mitigation of this deplorable act that my tongue was partly in my cheek at the time, which is where one's tongue should be on the occasion of addressing the Joint Session of the Mind Association and the Aristotelian Society. (shrink)

Professor Körner's Experience and Conduct , like many other notable entities, is divided into three parts. Part I contains accounts of what Körner calls factual and constructive logic, some remarks on the logic of maxims and their consistency and adequacy, a chapter on probabilistic thinking, and another on preference theory. Part II contains chapters on the logic of action, on attitudes, upon the distinction between regulative and evaluative standards of conduct, on morality, justice, welfare, prudence, legality, and what Körner calls (...) ‘idealizations’. Part III, on the epistemology and metaphysics of practical thinking, contains chapters on rationality, evidence, moral pluralism and a final chapter on moral guidance. The amount of guidance one gets from this last chapter is, as one might expect, small. (shrink)

Associative learning is an essential feature of human cognition, accounting for the influence of priming and interference effects on memory recall. Here, we extend our account of associative learning that learns asymmetric item-to-item associations over time via experience by including link maturation to balance associations between longer-term stability while still accounting for short-term variability. This account, combined with an existing account of activation strengthening and decay, predicts both human response times and error rates for the fan effect for both target (...) and foil stimuli. (shrink)

We explore the better known paradoxes of Zeno including modern variants based on infinite processes, from the point of view of standard, classical analysis, from which there is still much to learn (especially concerning the paradox of division), and then from the viewpoints of non-standard and non-classical analysis (the logic of the latter being intuitionist).The standard, classical or Cantorian notion of the continuum, modeled on the real number line, is well known, as is the definition of motion as the time (...) derivative of distance (we are not concerned with position and motion in more than one dimension, since Zeno wasn't). The real number line consists of its points, the distance between distinct points being positive and finite. The standard, classical derivative relies on the classical notion of limit, which does not use infinitesimals. (shrink)

How can literature, which consists of nothing more than the description of imaginary events and situations, offer any insight into the workings of "human reality" or "the human condition"? Can mere words illuminate something that we call "reality"? Bernard Harrison answers these questions in this profoundly original work that seeks to re-enfranchise reality in the realms of art and discourse. In an ambitious account of the relationship between literature and cognition, he seeks to show how literary fiction, by deploying (...) words against a background of imagined circumstances, allows us to focus on the roots, in social practice, of the meanings by which we represent our world and ourselves. Engaging with philosophers and theorists as diverse as Wittgenstein, Sartre, Merleau-Ponty, Foucault, Derrida, F. R. Leavis, Cleanth Brooks, and Stanley Fish, and illustrating his ideas through readings of works by Swift, Woolf, Appelfeld, and Dickens, among others, this book presents a systematic defense of humanism in literary studies, and of the study of the Humanities more generally, by a distinguished scholar. (shrink)

This article explores the effect that communications technology has on hegemonic power. The first section establishes a theoretical framework combining Foucault’s carceral archipelago theory with Chiara Bottici’s concept of the social imaginal describing the medium through which inter- and trans-subjective imagination occurs. The remainder employs this framework to examine how four technological innovations (print media, radio, television and Internet) impact the (re)production of discursive hegemonic ideology, integrating a variety of historical and contemporary theories on public discourse and ideological dominance. I (...) conclude by arguing that each case demonstrates a dialectic pattern that explains the techno-social evolution of the carceral archipelago. (shrink)

Understanding more about how the brain functionsshouldhelp us understand economic behaviour. But some would have us believe that it has done this already, and that insights from neuroscience have already provided insights in economics that we would not otherwise have. Much of this is just academic marketing hype, and to get down to substantive issues we need to identify that fluff for what it is. After we clear away the distractions, what is left? The answer is that a lot is (...) left, but it is still all potential. That is not a bad thing, or a reason to stop the effort, but it does point to the need for a serious reconsideration of what neuroeconomics is and what passes for explanation in this literature. I argue that neuroeconomics can be a valuable field, but not the way it is being developed and “sold” now. The same is true more generally of behavioural economics, which shares many of the methodological flaws of neuroeconomics. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

After a preliminary discussion of the extent to which belief is voluntary, The author goes on to consider whether it can be our duty to induce belief. He considers the question whether we have a duty to believe that there is a God in relation to the more general question whether we have a duty to do what is right (what is objectively right), Or a duty to do merely what we think is right (what is subjectively right). He concludes (...) that we cannot have a duty to believe either what is true, Or to believe what we think is true, And so that we do not have a duty to believe that there is a god. (shrink)

People unacquainted with moral philosophy suppose that its business is to tell us the difference between right and wrong. Many moral philosophers, unfortunately, seem to agree with them, to the extent, at any rate, of taking it for granted that there is some one divison of actions into two classes, which division is of some especial or even unique significance. Actions, they have supposed, are either right or wrong. If they are right, then they must and ought to be done, (...) and to do them is our duty. If they are wrong, then they must not and ought not to be done, and it is our duty not to do them. If we do what is right, and do this because it is right, and not just because it suits us, then we have performed a morally good action, and we deserve praise or commendation. If we have done something which is wrong, then we have performed a morally bad action, and deserveblame, and possibly punishment. Finally, a man manifests his moral goodness by performing, from a sense of duty, those actions which belong to the first class, and omitting those which belong to the second class; since there are no other ways in which actions may be classified morally, he has ample oppo tunity for exercising his talents, and the morally good man, or the conscientious man, or the dutiful man, becomes the archetype of what a man ought to be. (shrink)

Dissertação: SANTOS, George Harrison Sena. Religiosidade e Educação: Rap mineiro em perspectiva de libertação. 2014. Dissertação , Programa de Pós-graduação em Ciências da Religião, Pontifícia Universidade Católica de Minas Gerais, Belo Horizonte.

A correlational pilot study (N = 143) and an integrative data analysis of two experiments (total N = 377) provide evidence linking anger to the psychology of social hierarchy. The experiments demonstrate that the experience of anger increases the psychological accessibility of implicit cognitions related to social hierarchy: compared to participants in a control condition, participants in an anger-priming condition completed word stems with significantly more hierarchy-related words. We found little support for sex differences in the effect of anger on (...) implicit hierarchy-related cognition; effects were equivalent across male and female participants. Findings fit with functionalist evolutionary views of anger suggesting that anger may motivate the use of dominance to strive for high social rank in group hierarchies. Implications for downstream behaviour, including aggression and negotiation, are discussed. (shrink)

This article is concerned with the origins and evolution of the Advanced Skills Teacher (AST) initiative from its announcement in 1995 to the end of 1999. It examines the Government rationale and the contributions of the Department for Education and Employment (DfEE), the Teacher Training Agency (TTA) and the School Teachers' Review Body (STRB).

Steven Harrison's books have inspired many to examine their ideas about life and about spirituality in particular, and to come to a more direct perception of ...

"We often find that the state of not-knowing can be a precursor to moments of rich discovery which possess a dynamic, transformative power that exceeds any prior expectation." From the Introduction In daily life, when we see, hear or touch something that we don't recognise, we are instantly at our most alert. In that condition of 'not-knowing' we are in a state of alive, lithe awareness: asking questions, inviting input, open to learning, looking for significance and meaning... These essays, most (...) by practising psychotherapists, some of them Buddhists, take as their starting point the idea that not-knowing is fundamental to conscious reflection and the desire to know must always arise in the first instance from the self-awareness of not-knowing. Read in any order, on waking, before sleeping or when in doubt... they will be of interest to anyone who has ever sat in either chair in a psychotherapist's or counsellor's room - as well as anyone troubled or intrigued by what it takes to live comfortably and well in a condition of not knowing all (or even any) of the answers. (shrink)

"1910 stands out as a model of interdisciplinary and comparative study.... It brilliantly illustrates the complexity of a crucial period in European culture... focusing in particular on the intellectual intricacies of Mitteleuropa on the eve of World War I and of the dissolution of the Austro-Hungarian empire."—Lucia Re "Compellingly original.... In Harrison's work, Michelstaedter and his confreres (Campana, Slataper, Kokoschke, Rilke, Kandinsky, Lukàcs, Trakl, et al.) turn out to be considerably more fascinating and more emblematic of their time than (...) anyone has been able to perceive before."—Gregory Lucente, University of Michigan. (shrink)

A comprehensive reference work for everyone concerned with the complicated moral issues of this world, this unique volume clearly communicates what Scripture teaches about the ethical dilemmas facing our society. Biological warfare, corporate responsibility, human rights, computer ethics, and much more are discussed by over fifty scholars who explain the moral guidelines in the Bible and historic Christian teachings. R.K. Harrison, author and editor of over thirty books on biblical studies, has brought together a valuable A to B treasury (...) of thought for every believer searching for guidance. (shrink)

A research project currently underway at the Mexico City campus of the Instituto de Tecnológico y de Estudios Superiores de Monterey (ITESM) was presentedfor discussion. A number of constructive suggestions from participants have been incorporated into the paper.