If the human race comes to an end relatively shortly, then we have been born at a fairly typical time in the history of humanity; if trillions of people eventually exist, then we have been born in the first surprisingly tiny fraction of all people. According to the 'doomsday argument' of Carter, Leslie, Gott and Nielsen, this means that the chance of a disaster which would obliterate humanity is much larger than usually thought. But treating possible observers in the same (...) way as those who actually exist avoids this conclusion: our existence is more likely in a race which is long-lived, and this cancels out the doomsday argument, so that the chance of a disaster is only what one would ordinarily estimate. (shrink)

This book is structured in a practical, example-driven, manner. The use of VHDL for constructing logic synthesisers is one of the aims of the book; the second is the application of the tools to the design process. Worked examples, questions and answers are provided together with do and don'ts of good practice. An appendix on logic design the source code are available free of charge over the Internet.

Recent developments in cosmology indicate that every history having a non-zero probability is realized in infinitely many distinct regions of spacetime. Thus, it appears that the universe contains infinitely many civilizations exactly like our own, as well as infinitely many civilizations that differ from our own in any way permitted by physical laws. We explore the implications of this conclusion for ethical theory and for the doomsday argument. In the infinite universe, we find that the doomsday argument applies only to (...) effects which change the average lifetime of all civilizations, and not those which affect our civilization alone. 1. Introduction2. Physics background2.1The number of possible histories is finite2.2The universe is infinite2.3Every possible history occurs an infinite number of times3. Frequency and probability4. Inflation contrasted4.1Modal realism4.2Actualism4.3Eternal recurrence5. Ethical implications6. Universal doomsday6.1Application to our civilization in particular6.2Universal vs. particular dooms6.3Practical applications7. Concluding remarks. (shrink)

Upshot: We seek to address several questions and statements made in the commentaries by elaborating on the four main aspects of the M-N-L framework. Before doing so, we discuss the issue of constructivist teaching in the context of schools. We conclude by hypothesizing on what would be lost in the M-N-L framework by taking constructivism out of the picture.

Context: Constructivist teachers who find themselves working within an educational system that adopts a realist epistemology, may find themselves at odds with their own beliefs when they catch themselves paying closer attention to the knowledge authorities intend them to teach rather than the knowledge being constructed by their learners. Method: In the preliminary analysis of the mathematical learning of six low-performing Year 7 boys in a Maltese secondary school, whom one of us taught during the scholastic year 2014-15, we constructed (...) a conceptual framework which would help us analyze the extent to which he managed to be sensitive to constructivism in a typical classroom setting. We describe the development of the framework M-N-L as a viable analytical tool to search for significant moments in the lessons in which the teacher appeared to engage in what we define as “constructivist teaching” during mathematics lessons. The development of M-N-L is part of a research program investigating the way low-performing students make mathematical sense of new notation with the help of the software Grid Algebra. Results: M-N-L was found to be an effective instrument which helped to determine the extent to which the teacher was sensitive to his own constructivist beliefs while trying to negotiate a balance between the mathematical concepts he was expected to teach and the conceptual constructions of his students. Implications: One major implication is that it is indeed possible for mathematics teachers to be sensitive to the individual constructions of their learners without losing sight of the concepts that society, represented by curriculum planners, deems necessary for students to learn. The other is that researchers in the field of education may find M-N-L a helpful tool to analyze CT during typical didactical situations established in classroom settings. (shrink)

Recent developments in cosmology indicate that every history having a non-zero probability is realized in infinitely many distinct regions of spacetime. Thus, it appears that the universe contains infinitely many civilizations exactly like our own, as well as infinitely many civilizations that differ from our own in any way permitted by physical laws. We explore the implications of this conclusion for ethical theory and for the doomsday argument. In the infinite universe, we find that the doomsday argument applies only to (...) effects which change the average lifetime of all civilizations, and not those which affect our civilization alone. (shrink)

This interdisciplinary collection of essays highlights the relevance of Buddhist doctrine and practice to issues of globalization. From philosophical, religious, historical, and political perspectives, the authors show that Buddhism—arguably the world’s first transnational religion—is a rich resource for navigating todays interconnected world.

The aim of this exploratory study was to examine client demographics and expectations, reasons for use, sensations during treatment, and perceived outcomes of Pranic Healing, an energy healing system lacking in scientific documentation but whose use in the general population is becoming more widespread internationally. This study consisted of a cross-sectional survey of adults (18+ years of age) receiving care from 12 Pranic Healing practices in four different states in the U.S. (N = 179) completing online questionnaires. Closed-ended response sets (...) were analyzed descriptively, while qualitative data were analyzed using content analysis. Reasons to use the therapy included physical, mental/emotional, and metaphysical issues, dissatisfaction with conventional care, and overall well-being. Expectations of care included enhanced abilities, cure or relief, or unsure. Respondents were more likely to cite a specific problem from which they needed alleviation than to cite overall health or wellness as their goal. Sensations experienced were reported to be of a relaxing nature and not, as was hypothesized, of an energizing nature. Results show that those who use Pranic Healing fit the sociodemographic profile of CAM (complementary and alternative medicine) users in the United States, that their reasons for use are not homogeneous, and that preliminary descriptive data from a selective subsample of respondents indicated that some respondents are experiencing positive outcomes attributed to this modality. (shrink)

Recent reports of CRISPR/Cas9 genome editing in parasitic helminths open up new avenues for research on these dangerous pathogens. However, the complex morphology and life cycles inherent to these parasites present obstacles for the efficient application of CRISPR/Cas9‐targeted mutagenesis. This is especially true with the trematode flukes where only modest levels of gene mutation efficiency have been achieved. Current major challenges in the application of CRISPR/Cas9 for study of parasitic worms thus lie in enhancing gene mutation efficiency and overcoming issues (...) involved in host passage so that mutated parasites survive. Strategies developed for CRISPR/Cas9 studies on Caenorhabditis elegans, protozoa and mammalian cells, including novel delivery methods, the choice of selectable markers, and refining mutation precision represent novel tactics whereby these impediments can be overcome. Furthermore, employing CRISPR/Cas9‐mediated gene drive to interfere with vector transmission represents a novel approach for the control of parasitic worms that is worthy of further exploration. (shrink)

Do the grand and intricate moral theories spun out by philosophers have much to do with the everyday ethical quandaries we grapple with? Just how do humans make ethical decisions anyway? With Claudette Jones, Nat Heiner, and Natash Kyburg.

An increasing amount of data is now available from public and private sources. Furthermore, the types, formats, and number of sources of data are also increasing. Techniques for extracting, storing, processing, and analyzing such data have been developed in the last few years for managing this bewildering variety based on a structure called a knowledge graph. Industry has devoted a great deal of effort to the development of knowledge graphs, and knowledge graphs are now critical to the functions of intelligent (...) virtual assistants such as Siri, Alexa, and Google Assistant. The goal of the Ontology Summit 2020 was to understand not only what knowledge graphs are but also where they originated, why they are so popular, the current issues, and their future prospects. The summit sessions examined many examples of knowledge graphs and surveyed the relevant standards that exist and are in development for knowledge graphs. The purpose of this Communiqué is to summarize our understanding from the Summit in order to foster research and development of knowledge graphs. (shrink)

Advances in machine learning and the development of very large knowledge graphs have accompanied a proliferation of ontologies of many types and for many purposes. These ontologies are commonly developed independently, and as a result, it can be difficult to communicate about and between them. To address this difficulty of communication, ontologies and the communities they serve must agree on how their respective terminologies and formalizations relate to each other. The process of coming into accord and agreement is called “harmonization.” (...) The Ontology Summit 2021 examined the overall landscape of ontologies, the many kinds of ontology generation and harmonization, as well as the sustainability of ontologies. The Communiqué synthesizes and summarizes the findings of the summit as well as earlier summits on related issues. One of the major impediments to harmonization is the relatively poor quality of natural language definitions in many ontologies. The summit surveyed the state of the art in natural language definition development, based on lexicographic principles, as well as examples of ongoing projects that are explicitly dealing with harmonization and sustainability. (shrink)

In the decades after 1944 the four nations of Britain shared a common educational programme. By 2015, this programme had fragmented: the patterns of schooling and higher education in Wales, Scotland, Northern Ireland and England resembled each other less and less. This new edition of the popular _Education in Britain_ traces and explains this process of divergence, as well as the arguments and conflicts that have accompanied it. With a reach that extends from the primary school to the university, and (...) from culture to politics and economics, Ken Jones explores the achievements and limits of post-war reform and the egalitarian aspirations of the 1960s and 1970s. He registers the impact of the Thatcherite revolution of the 1980s, and of the New Labour governments which were its inheritors. Turning to the twenty-first century, Jones tracks the educational consequences of devolution and austerity. The result is a book which is more attentive than any other to the ever-increasing diversity of education in Britain. This comprehensive and accessible overview will have a wide appeal. It will also be an invaluable resource on courses in educational studies, teacher education and sociology. (shrink)

This paper examines a model of decision-making within the context of current and emerging regimes of accountability being proposed and implemented for school systems in a number of jurisdictions. These approaches to accountability typically involve the use of various measurable student learning outcomes as well as other measures of performance to do with teachers and schools in general, often having high-stakes consequences. Given this context of performativity, the paper proposes a model that uses an objective knowledge growth framework, where teachers (...) can engage in their own professional learning through defined structures for solving the problems of their professional practice. The model is both empowering for teachers while being sensitive to the constraints of cultures of performativity. (shrink)

In the decades after 1944 the four nations of Britain shared a common educational programme. By 2015, this programme had fragmented: the patterns of schooling and higher education in Wales, Scotland, Northern Ireland and England resembled each other less and less. This new edition of the popular _Education in Britain_ traces and explains this process of divergence, as well as the arguments and conflicts that have accompanied it. With a reach that extends from the primary school to the university, and (...) from culture to politics and economics, Ken Jones explores the achievements and limits of post-war reform and the egalitarian aspirations of the 1960s and 1970s. He registers the impact of the Thatcherite revolution of the 1980s, and of the New Labour governments which were its inheritors. Turning to the twenty-first century, Jones tracks the educational consequences of devolution and austerity. The result is a book which is more attentive than any other to the ever-increasing diversity of education in Britain. This comprehensive and accessible overview will have a wide appeal. It will also be an invaluable resource on courses in educational studies, teacher education and sociology. (shrink)

Recent claims that the Christian tradition justifies destructive research on human embryos have drawn upon an article by the late Professor Gordon Dunstan which appeared in this journal in 1984. Despite its undoubted influence, this article was flawed and seriously misrepresented the tradition of Christian reflection on the moral status of the human embryo.

This paper argues that many ethical issues in neuroeducational research cannot be appropriately addressed using the principles and guidance available in one of these areas alone, or by applying these in simple combination. Instead, interdisciplinary and public dialogue will be required to develop appropriate normative principles. In developing this argument, it examines neuroscientific and educational perspectives within three broad categories of ethical issue arising at the interface of cognitive neuroscience and education: issues regarding the carrying out of interdisciplinary research, the (...) scrutiny and communication of findings and concepts, and the application of research and associated issues of policy likely to arise in the future. To help highlight the need for interdisciplinary and public discussion, we also report the opinions of a group of educators (comprising trainee teachers, teachers and head teachers) on the neuroeducational ethics of cognitive enhancing drugs, infant screening, genetic profiling and animal research. (shrink)

The furore over the retention of organs at postmortem examination, without adequate consent, has led to a reassessment of the justification for, and circumstances surrounding, the retention of any human material after postmortem examinations and operations. This brings into focus the large amount of human material stored in various archives and museums, much of which is not identifiable and was accumulated many years ago, under unknown circumstances. Such anonymous archival material could be disposed of, used for teaching, used for research, (...) or remain in storage. We argue that there are no ethical grounds for disposing of the material, or for storing it in the absence of a teaching or research rationale. Nevertheless, with stringent safeguards, it can be used even in the absence of consent in research and teaching. Regulations are required to control the storage of all such human material, along the lines of regulations governing anatomy body bequests. (shrink)

This article uses social movement theory to analyse campaigns against a new type of government-sponsored school - the Academy - in four areas of England. It seeks to identify the social composition of anti-Academy campaigns, to track their encounters with proponents of the new schools and to describe the characteristic forms of their campaigning strategies. In doing so, the article aims to help place research into educational opposition and contestation closer to the centre of researchers' agendas.

This article discusses some recent attempts to develop an economic case that can justify proposals for curricular and institutional reform in education of a radical kind. It investigates the claim, which underpins current debates around a Labour Party alternative to Conservative education policy, that a new phase of development, often referred to as 'post-Fordism', of the dominant economies of the western world provides the basis, and the necessity, for a new system of education which would realise a programme of egalitarian (...) and democratic reform. (shrink)

This article discusses some recent attempts to develop an economic case that can justify proposals for curricular and institutional reform in education of a radical kind. It investigates the claim, which underpins current debates around a Labour Party alternative to Conservative education policy, that a new phase of development, often referred to as 'post-Fordism', of the dominant economies of the western world provides the basis, and the necessity, for a new system of education which would realise a programme of egalitarian (...) and democratic reform. (shrink)

Two university English seminars were video-recorded to provide data for a pilot project investigating how English is produced or 'actualized' in teaching and learning encounters. The project is positioned within three contexts: national policy about higher education teaching; current research about higher education pedagogy; and, the history and politics of university English. The main aim of the article is to explicate a methodology that takes as its data actual moments of teaching, captured on video tape, and the teachers' commentary on (...) them. It analyses these records with reference to theories about rhetoric. (shrink)

My aim in this paper is to make the case for encouraging friendship in sport. First, I argue that sport is especially conducive to friendship. Second, I argue that since friendship is life-enhancing then to participate in sport and not to have made friends is to have failed to take a life-enhancing opportunity. Third, I argue that there are sporting benefits to be had from sporting friendships. Finally, I say something about the role of friendship in sport achieving its broad (...) political aim of helping ‘to build a better and more peaceful world’. (shrink)