We apply an online optimization process based on machine learning to the production of Bose-Einstein condensates. BEC is typically created with an exponential evaporation ramp that is optimal for ergodic dynamics with two-body s-wave interactions and no other loss rates, but likely sub-optimal for real experiments. Through repeated machine-controlled scientific experimentation and observations our ’learner’ discovers an optimal evaporation ramp for BEC production. In contrast to previous work, our learner uses a Gaussian process to develop a statistical model of the (...) relationship between the parameters it controls and the quality of the BEC produced. We demonstrate that the Gaussian process machine learner is able to discover a ramp that produces high quality BECs in 10 times fewer iterations than a previously used online optimization technique. Furthermore, we show the internal model developed can be used to determine which parameters are essential in BEC creation and which are unimportant, providing insight into the optimization process of the system. (shrink)

(1972). Properties and causes: An approach to the problem of hypothesis in the scientific methodology of Sir Isaac Newton. Annals of Science: Vol. 28, No. 3, pp. 217-233.

The purpose of this paper is to offer a conceptual analysis of the space created by the Willing Workers on Organic Farms host as a part of the organic farming movement and how that space now collides with the idea of tourism heterotopias as the changing market sees WWOOFers who may be less motivated by organic farming and more by a cheaper form of holiday. The resulting contested space is explored looking at the role and delicate balance of WWOOFing as (...) a form of sustainable tourism in the context of socially constructed understandings of space. Poststructural concepts of space suggest that it is impermanent, fragile and under constant threat of change. Space is constantly produced and reproduced in the process, spaces become sites where struggle and contestation occur, in this instance as one discourse or discursive practice, namely WWOOFing, intersects with and is influenced by the more dominant capital centric discourse of mass tourism. (shrink)

This paper investigates ethical perceptions among Hong Kong Chinese managers of themselves and peers according to age, location of education and employment (local vs. multinational), based upon responses to thirteen potentially unethical situations.The major conclusions of the study are: (1) there is little consistency among perceptions of ethical situations; (2) Hong Kong managers perceive their peers as more unethical than themselves; (3) ethical perceptions in some situations are affected by age and to a lesser extent, place of education; and (4) (...) significant interactions were found between age and the nature of employer, as well as between the place of education and the nature of employer. (shrink)

This report presents the findings of a survey of business ethics education undertaken in the Fall of 1988. The respondents were the deans of colleges and universities associated with the AACSB.Ethics, as a curriculum topic, received significant coverage at over 90 percent of the institutions, with 53 percent indicating interest in increasing coverage of the subject. The tabulations of this survey may prove useful to schools seeking to compare or develop their emphases in business ethics.

We report the identification of a recurrent, 520-kb 16p12.1 microdeletion associated with childhood developmental delay. The microdeletion was detected in 20 of 11,873 cases compared with 2 of 8,540 controls and replicated in a second series of 22 of 9,254 cases compared with 6 of 6,299 controls. Most deletions were inherited, with carrier parents likely to manifest neuropsychiatric phenotypes compared to non-carrier parents. Probands were more likely to carry an additional large copy-number variant when compared to matched controls. The clinical (...) features of individuals with two mutations were distinct from and/or more severe than those of individuals carrying only the co-occurring mutation. Our data support a two-hit model in which the 16p12.1 microdeletion both predisposes to neuropsychiatric phenotypes as a single event and exacerbates neurodevelopmental phenotypes in association with other large deletions or duplications. Analysis of other microdeletions with variable expressivity indicates that this two-hit model might be more generally applicable to neuropsychiatric disease. © 2010 Nature America, Inc. All rights reserved. (shrink)

This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions (...) such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution. (shrink)

BACKGROUND: Hallucinations and delusions that complicate Parkinson’s disease could lead to nursing home placement and are linked to increased mortality. Cognitive impairments are typically associated with the presence of hallucinations but there are no data regarding whether such a relationship exists with delusions. OBJECTIVE: We hypothesized that hallucinations would be associated with executive and visuospatial disturbance. An exploratory examination of cognitive correlates of delusions was also completed to address the question of whether they differ from hallucinations. METHODS: 144 PD subjects (...) completed a neuropsychological battery to assess cognition and the SAPS to examine psychosis. Correlational analyses assessed associations between hallucinations and delusions with cognitive domains. RESULTS: 48 subjects reported psychotic symptoms: 25 experienced hallucinations without delusions, 23 had symptoms dominated by delusions. Severity and/or number of hallucination subtypes were significantly correlated with lower scores in language, memory, attention, executive functioning, and visuospatial ability. Correlations with delusions were non-significant. Tests of differences in the size of the correlations between groups revealed a significant relationship between language and visuospatial performance with hallucinations. CONCLUSIONS: Cognitive correlates of hallucinations and delusions appear to be different in PD, suggesting distinct pathogenic mechanisms and possibly anatomical substrates. Hence, delusions may not share the same associations with dementia as hallucinations. Since this is a new finding, further studies will be needed to confirm our results. (shrink)

To date the teaching of business ethics has been examined from the descriptive, prescriptive, and analytical perspectives. The descriptive perspective has reviewed the existence of ethics courses (e.g., Schoenfeldtet al., 1991; Bassiry, 1990; Mahoney, 1990; Singh, 1989), their historical development (e.g., Sims and Sims, 1991), and the format and syllabi of ethics courses (e.g., Hoffman and Moore, 1982). Alternatively, the prescriptive literature has centred on the pedagogical issues of teaching ethics (e.g., Hunt and Bullis, 1991; Strong and Hoffman, 1990; Reeves, (...) 1990; Castro, 1989; George, 1987; Golenet al., 1985) and in providing recommendations for teachers of business ethics (e.g., Nappi, 1990; Hosmer and Steneck, 1989). From the analytical perspective judgments have been made as to whether courses in ethics are in fact effective in achieving value and attitudinal modifications in students (e.g., Loeb, 1991; Weber, 1990; Wynd and Mager, 1989; Pamental, 1989; Martin, 1982; Purcell, 1977). The evidence to date suggests that courses can be a means of achieving ethical awareness and sensitivity in students although it should be recognized that significant objections to the teaching of business ethics do exist and greatly inhibit their successful introduction. This paper addresses a number of the common objections to the teaching of business ethics that must be overcome if ethical programs are to continue in the future, and concludes with recommendations to facilitate the establishment of ethical training in an academic context. (shrink)

In an effort to build on the current knowledge of ethical behaviour in Asia this paper proposes to replicate existing ethical research and to investigate specific questions relating to intra-cultural differences in Hong Kong. Four major conclusions were derived from this descriptive empirical study. A statistically significant correlation exists between age and ethical beliefs, with older employees less likely to express agreement to an unethical action than younger employees. In contrast to many previous studies no statistically significant differences in ethical (...) beliefs were found in relation to gender, level in the organisation, company size, and whether the respondent worked in a multinational or local company. Significant differences in responses to ethical dilemmas were identified between local and expatriate personnel with expatriate respondents indicating a lower level of agreement to unethical actions. For local respondents, of Hong Kong origin, there was no significant correlation between level of education, religiosity, years of business experience, functional origin and their ethical responses. (shrink)

Kierkegaard’s Concepts is a comprehensive, multi-volume survey of the key concepts and categories that inform Kierkegaard’s writings. Each article is a substantial, original piece of scholarship, which discusses the etymology and lexical meaning of the relevant Danish term, traces the development of the concept over the course of the authorship, and explains how it functions in the wider context of Kierkegaard’s thought. Concepts have been selected on the basis of their importance for Kierkegaard’s contributions to philosophy, theology, the social sciences, (...) literature and aesthetics, thereby making this volume an ideal reference work for students and scholars in a wide range of disciplines. -/- Contents: Envy, Janne Kylliäinen; Epic, Nassim Bravo Jordán; Epigram, David R. Law; Ethics, Azucena Palavicini Sánchez; Evil, Azucena Palavicini Sánchez and William McDonald; Exception/Universal, Geoffrey Dargan; Existence/Existential, Min-Ho Lee; Experience, Jakub Marek; Fairytale, Nathaniel Kramer; Faith, William McDonald; Finitude/Infinity, Erik M. Hanson; Forgiveness, John Lippitt; Freedom, Diego Giordano; Genius, Steven M. Emmanuel; God, Paul Martens and Daniel Marrs; Good, Azucena Palavicini Sánchez; Governance/Providence, Jack Mulder, Jr.; Grace, Derek R. Nelson; Gratitude, Corey Benjamin Tutewiler; Guilt, Erik M. Hanson; Happiness, Benjamin Miguel Olivares Bøgeskov; Hero, Sean Anthony Turchin; History, Sean Anthony Turchin; Holy Spirit, Leo Stan; Hope, William McDonald; Humility, Robert B. Puchniak; Humor, Alejandro González; Hypocrisy, Thomas Martin Fauth Hansen; Identity/Difference, Claudine Davidshofer; Imagination, Frances Maughan-Brown; Imitation, Leo Stan; Immanence/Transcendence, Leo Stan; Immediacy/Reflection, Zizhen Liu; Immortality, Lee C. Barrett; Incognito, Martijn Boven. (shrink)

This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions (...) such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution. (shrink)

Being clear about the nature and demands of business ethics, particularly in the context of Hong Kong, means dispelling a number of popular myths. The author is Associate Professor of Management at the Asia International Open University, Matheson Centre, 3 Matheson Street, Hong Kong. She is also an Associate Editor of this Review.

Native American land ethics are not well understood by many governmental natural resource managers. This article presents the results of interviews with selected tribal elders, tribal land managers, and tribal content experts concerning traditional beliefs and values forming a land ethic and how these influence tribal land management practices. The Native American land ethic that emerged from this study includes four belief areas: “All Is Sacred”; ; “Right Action”; ; “All Is Interrelated”; ; and “Mother Earth”;. Traditional Native American beliefs (...) concerning the environment appear to spring from a spiritual context rather than the scientific‐utilitarian context more prevalent in the dominant Euro‐American culture. (shrink)

BackgroundIn the Canadian Alliance for Healthy Hearts and Minds (CAHHM) cohort, participants underwent magnetic resonance imaging (MRI) of the brain, heart, and abdomen, that generated incidental findings (IFs). The approach to managing these unexpected results remain a complex issue. Our objectives were to describe the CAHHM policy for the management of IFs, to understand the impact of disclosing IFs to healthy research participants, and to reflect on the ethical obligations of researchers in future MRI studies.MethodsBetween 2013 and 2019, 8252 participants (...) (mean age 58 ± 9 years, 54% women) were recruited with a follow-up questionnaire administered to 909 participants (40% response rate) at 1-year. The CAHHM policy followed a restricted approach, whereby routine feedback on IFs was not provided. Only IFs of severe structural abnormalities were reported.ResultsSevere structural abnormalities occurred in 8.3% (95% confidence interval 7.7–8.9%) of participants, with the highest proportions found in the brain (4.2%) and abdomen (3.1%). The majority of participants (97%) informed of an IF reported no change in quality of life, with 3% of participants reporting that the knowledge of an IF negatively impacted their quality of life. Furthermore, 50% reported increased stress in learning about an IF, and in 95%, the discovery of an IF did not adversely impact his/her life insurance policy. Most participants (90%) would enrol in the study again and perceived the MRI scan to be beneficial, regardless of whether they were informed of IFs. While the implications of a restricted approach to IF management was perceived to be mostly positive, a degree of diagnostic misconception was present amongst participants, indicating the importance of a more thorough consent process to support participant autonomy.ConclusionThe management of IFs from research MRI scans remain a challenging issue, as participants may experience stress and a reduced quality of life when IFs are disclosed. The restricted approach to IF management in CAHHM demonstrated a fair fulfillment of the overarching ethical principles of respect for autonomy, concern for wellbeing, and justice. The approach outlined in the CAHHM policy may serve as a framework for future research studies.Clinical trial registrationhttps://clinicaltrials.gov/ct2/show/nct02220582. (shrink)

A dual-audience signaling problem framework provides a deeper understanding of the perpetuation of group-based inequality. We describe a model of underachievement among minority youth that posits a necessary trade-off between academic success and peer social support that creates a dilemma not typically encountered by nonminorities. Preliminary evidence consistent with the approach is discussed. Such strategic agent perspectives complement the psychological approach put forth by Dixon et al., but with minimal ancillary assumptions.

Kierkegaard's Concepts is a comprehensive, multi-volume survey of the key concepts and categories that inform Kierkegaard's writings. Each article is a substantial, original piece of scholarship, which discusses the etymology and lexical meaning of the relevant Danish term, traces the development of the concept over the course of the authorship, and explains how it functions in the wider context of Kierkegaard's thought. Concepts have been selected on the basis of their importance for Kierkegaard's contributions to philosophy, theology, the social sciences, (...) literature and aesthetics, thereby making this volume an ideal reference work for students and scholars in a wide range of disciplines. (shrink)

Kierkegaard’s Concepts is a comprehensive, multi-volume survey of the key concepts and categories that inform Kierkegaard’s writings. Each article is a substantial, original piece of scholarship, which discusses the etymology and lexical meaning of the relevant Danish term, traces the development of the concept over the course of the authorship, and explains how it functions in the wider context of Kierkegaard’s thought. Concepts have been selected on the basis of their importance for Kierkegaard’s contributions to philosophy, theology, the social sciences, (...) literature and aesthetics, thereby making this volume an ideal reference work for students and scholars in a wide range of disciplines. (shrink)

Kierkegaard’s Concepts is a comprehensive, multi-volume survey of the key concepts and categories that inform Kierkegaard’s writings. Each article is a substantial, original piece of scholarship, which discusses the etymology and lexical meaning of the relevant Danish term, traces the development of the concept over the course of the authorship, and explains how it functions in the wider context of Kierkegaard’s thought. Concepts have been selected on the basis of their importance for Kierkegaard’s contributions to philosophy, theology, the social sciences, (...) literature and aesthetics, thereby making this volume an ideal reference work for students and scholars in a wide range of disciplines. (shrink)

Kierkegaard’s Concepts is a comprehensive, multi-volume survey of the key concepts and categories that inform Kierkegaard’s writings. Each article is a substantial, original piece of scholarship, which discusses the etymology and lexical meaning of the relevant Danish term, traces the development of the concept over the course of the authorship, and explains how it functions in the wider context of Kierkegaard’s thought. Concepts have been selected on the basis of their importance for Kierkegaard’s contributions to philosophy, theology, the social sciences, (...) literature and aesthetics, thereby making this volume an ideal reference work for students and scholars in a wide range of disciplines. (shrink)

Kierkegaard’s Concepts is a comprehensive, multi-volume survey of the key concepts and categories that inform Kierkegaard’s writings. Each article is a substantial, original piece of scholarship, which discusses the etymology and lexical meaning of the relevant Danish term, traces the development of the concept over the course of the authorship, and explains how it functions in the wider context of Kierkegaard’s thought. Concepts have been selected on the basis of their importance for Kierkegaard’s contributions to philosophy, theology, the social sciences, (...) literature and aesthetics, thereby making this volume an ideal reference work for students and scholars in a wide range of disciplines. (shrink)

Background To investigate attitudes of staff, residents and family members in long-term care towards sex and intimacy among older adults, specifically the extent to which they conceptualise sex and intimacy as a need, a right, a privilege or as a component of overall well-being. Methods The present study was a part of a two-arm mixed-methods cross-sectional study using a concurrent triangulation design. A validated survey tool was developed; 433 staff surveys were collected from 35 facilities across the country. Interviews were (...) conducted with 75 staff, residents and family members. Results It was common for staff, residents and family members to talk about intimacy and sexuality in terms of rights and needs. As well as using the language of needs and rights, it was common for participants to use terms related to well-being, such as fun, happiness or being miserable. One participant in particular described receiving intimate touch as a ‘kind of care’—a particularly useful way of framing the conversation. Conclusion While staff, residents and family frequently used the familiar language of needs and rights to discuss access to intimate touch, they also used the language of well-being and care. Reframing the conversation in this way serves a useful purpose: it shifts the focus from simply meeting minimum obligations to a salutogenic approach—one that focuses on caring for the whole person in order to improve overall well-being and quality of life. No data are available. (shrink)

Background In Canadian jurisdictions without specific legislation pertaining to research consent, the onus is placed on researchers to determine whether a child is capable of independently consenting to participate in a research study. Little, however, is known about how child health researchers are approaching consent and capacity assessment in practice. The aim of this study was to explore and describe researchers' current practices. Methods The study used a qualitative descriptive design consisting of 14 face-to-face interviews with child health researchers and (...) research assistants in Southern Ontario. Transcribed interviews were analysed for common themes. Results Procedures for assessing capacity varied considerably from the use of age cutoffs to in-depth engagement with each child. Three key issues emerged from the accounts: (1) requirements that consent be provided by a single person thwarted researchers' abilities to support family decision-making; (2) little practical distinction was made between assessing if a child was capable, versus determining if study information had been adequately explained by the researcher; and (3) participants' perceived that review boards' requirements may conflict with what they considered ethical consent practices. Conclusion The results suggest that researchers' consent and capacity knowledge and skills vary considerably. Perceived discrepancies between ethical practice and ethics boards' requirements suggest the need for dialogue, education and possibly ethics board reforms. Furthermore we propose, where appropriate, a ‘family decision-making’ model that allows parents and their children to consent together, thereby shifting the focus from separate assent and consent procedures to approaches that appropriately engage the child and family. (shrink)

We start with a nearly arbitrary standard classical first order "language" $C\sb{o},$ which is expanded to $C\sb{M,T}$ = "$C\sb{o}+M+T$", where for any variable x, M and T are unary formulas. We start also with a model ${\cal T}\sb{o},$ which together with $C\sb{o}$ represents a fixed non-problematic interpreted first order language. For each $\mu,\tau\subseteq U\sb{o},$ the universe of discourse for ${\cal T}\sb{o},$ the model ${\cal T}\sb{\mu,\tau}$ over $C\sb{M,T}$ is given so that its reduct to $C\sb{o}$ is just ${\cal T}\sb{o},$ and so (...) that for any $C\sb{M,T}$-variable x, the set-extensions of M and T are $\mu$ and $\tau$ respectively. For each $C\sb{M,T}$-expression e, $\vec e$ is its distinctly chosen representative in $U\sb{o},$ and $\lbrack\!\lbrack e\rbrack\!\rbrack$ is a constant $C\sb{o}$-term which names $\vec e.$ ;The goal is to find $\mu\sb*$ and $\tau\sb*,$ such that $\mu\sb*$ and $\tau\sb*$ plausibly and "self-referentially" approximate meaningfulness and truth respectively for any interpreted language represented by ${\cal T}\sb{\mu\sb*,\tau\sb*},$ by satisfying at least the following conditions. ; $\tau\sb*\subseteq\mu\sb*,$ and for each $C\sb{M,T}$-sentence $\sigma$ such that ${\cal T}\sb{\mu\sb*,\tau\sb*}\models M\lbrack\!\lbrack\sigma\rbrack\!\rbrack,$ $$\eqalign{&\ {\cal T}\sb{\mu\sb*,\tau\sb*} \models\sigma\Longleftrightarrow{\cal T}\sb{\mu\sb*,\tau\sb*}\models T\lbrack\!\lbrack\sigma\rbrack\!\rbrack,\ {\rm and}\cr&\ {\cal T}\sb{\mu\sb*,\tau\sb*}\models T\lbrack\!\lbrack\sigma\\leftrightarrow T\lbrack\!\lbrack\sigma\rbrack\!\rbrack\rbrack\!\rbrack.\cr}$$ ; There is a class of expression representatives $\mu\sp{D}\subseteq\mu\sb*$ containing every $C\sb{o}$-expression representative, such that the set $\tau\sp{D}=\mu\sp{D}\ \cap\ \tau\sb*$ itself satisfies the following properties. ;First, for each $\vec\sigma$ such that $\sigma$ is a $C\sb{M,T}$-sentence, if for all $\mu,\tau\subseteq U\sb{o}$ satisfying $\mu\supseteq\mu\sb*$ and $\tau\supseteq\tau\sp{D},$ it is the case that ${\cal T}\sb{\mu,\tau}\models\sigma,$ then $\vec\sigma\in\tau\sp{D}.$ ;Second, whenever $\vec\sigma\in\tau\sp{D},$ then also $\sp{\vec{\enspace}}\ \in\tau\sp{D}.$ ;Third, $\tau\sp{D}$ is "upwardly closed" with respect to the strong-Kleene rules for the truth-value evaluation of Boolean combinations of formulas. For example, for $C\sb{M,T}$-sentences $e\sb1$ and $e\sb2$: $$\eqalign{&\ \vec e\sb1\in\tau\sp{D}\Longleftrightarrow)\sp{\vec{\enspace}}\ \in\tau\sp{D}.\cr&\ {\rm If}\ \vec e\sb1\in\tau\sp{D}\ {\rm or}\ \vec e\sb2\in\tau\sp{D},\ {\rm then\ so\ is}\ \sp{\vec{\enspace}}\ \in\tau\sp{D}.\cr&\ {\rm If}\ \sp{\vec{\enspace}}\ \in\tau\sp{D}\ {\rm and}\ \sp{\vec{\enspace}}\ \in\tau\sp{D},\ {\rm then}\ )\sp{\vec{\enspace}}\ \in\tau\sp{D}.\cr}$$ ; For each $C\sb{M,T}$-expression e not involving T, ${\cal T}\sb{\mu\sb*,\tau\sb*}\models M\lbrack\!\lbrack e\rbrack\!\rbrack$; in particular, for any $C\sb{M,T}$-expression e whatsoever, ${\cal T}\sb{\mu\sb*,\tau\sb*}\models M\lbrack\!\lbrack\\neg M\lbrack\!\lbrack e\rbrack\!\rbrack\rbrack\!\rbrack.$ ; ;In this dissertation, it is shown for the first time that there are in fact $\mu\sb*$ and $\tau\sb*$ which simultaneously satisfy all three conditions , , and , even when the consequent of the Godel fixed point theorem must hold. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Mitzvah of the BrisThomas McDonaldHaving worked as a clinician in emergency medicine, internal medicine, and urgent care for a number of years, I've treated plenty of patients with skin infections. On a few rare occasions, some have casually mentioned that they were thinking about getting circumcised as adults to prevent reoccurring, frequent infections like Jock Itch. I think you're probably more likely to experience that kind of problem if (...) you're uncircumcised. Jock itch is a fungal infection, and fungus likes dark, hot, sweaty places on our bodies. These infections are nothing serious—they are just sort of annoying for the patients experiencing them.I have two sons—both were circumcised, but my experience as a clinician did not play a role in the decision. My sons' mother is Jewish, while I grew up Catholic. I attended a Catholic high school and went to religious education classes until I was confirmed [End Page 77] as a teenager. Both of my parents are pretty serious Catholics. I can't remember ever missing a Sunday service. I always thought any sons I had would be circumcised, even before I was married and before I married someone who was Jewish.When we were expecting our first baby, my son's mother and I didn't really talk about circumcision or debate whether we should do it or not. Is it more socially acceptable to be circumcised versus not? I'm not exactly sure why, but I think the answer is probably yes. It seems like circumcision is the norm in our society. My son's mother wanted our son to be circumcised too but thought it would be great to have a bris. With my Catholic background, I didn't know the details about what was involved with a bris at the time. She explained that a person comes to the house (or to a relative's house) and circumcises the baby. All the relatives attend. It would be a party! At the time, the thought of throwing a party at a relative's home to celebrate a circumcision was amusing to me. Before the conversation with my son's mother, I assumed that the bris was probably done in the hospital with everyone attending there. But she went on to explain that a person who is trained to do it—a mohel—does this work as their main job and makes sure that the baby is anesthetized and that sterile techniques are used.To be clear, I didn't ever think that my sons wouldn't be circumcised. I just thought it would happen in the hospital rather than in Baba's living room, followed immediately by a meal of deli meat sandwiches. But the bris sounded like it would make a nice memory for the family, so I agreed to it. I was always (and still am) interested in Jewish traditions. I think they're pretty cool, so I was all in. I assume there could have been some pressure from my son's mother's family if the bris was something I didn't want to do, but that wasn't an issue since I was completely on board.There is an episode of Seinfeld called "The Bris" in which Elaine and Jerry are nervous about the duties they must perform for a bris when they agree to become godparents to a Jewish couple's newborn. Elaine is charged with booking the mohel and asks Jerry, "Where am I going to find a mohel!" Jerry responds, "Oh, finding a mohel is a piece of cake. Any idiot can find a mohel. I have the tough job—I have to hold the baby while they do it! How would you like that job?"I don't know how much planning goes into a bris. Unlike Elaine and Jerry, I did nothing. I just showed up that day. If someone asked me how to find a mohel, I wouldn't have an answer. It's possible my son's mother found and booked the mohel, or her family may have set it up. They have roots where we were living at the time, so they may have gotten... (shrink)

The Self Beyond Itself is a defense of an incompatibilist, hard determinist view of free will. Free will is here defined in a very strong sense, as the existence of actions that do not result from any causes other than the agent herself. The question of how to define free will, especially whether it consists in the ability to do otherwise, and what the ability to do otherwise amounts to, is not given much consideration in this book.Ravven frames her work (...) in a broad historical context. The kind of determinism she favors is to be found in Aristotle, Maimonides, and Spinoza, as she interprets them. The main culprit responsible for the Western conception of free will is Augustine. Ravven finds elements of Augustine in a number of theories of free will, including those of Descartes and Kant. In her view, any proponent of free will is an unwitting Augustinian.Ravven’s tendency to see an Augustinian legacy in later views of free will result in her making some fairly implausible claims. Ravven .. (shrink)

The Olivieri symposium offers an opportunity to reflect on the Canadian regulatory climate and public governance. Baylis’s paper raises a concern about the Canadian bio-ethics community’s collective silence and stewardship regarding the Olivieri case.1 A similar collective silence greeted the recent McDonald report2 on research governance in Canada. The McDonald report assessed the integrity and effectiveness of research governance arrangements and concluded that serious reform was required.Curiously, although the McDonald report was recently referred to in a Canadian (...) Medical Association Journal editorial as an example of Canadian leadership,3 it has never received an editorial commentary in the CMAJ. Nor has any article in the CMAJ ever addressed the McDonald report. Yet the CMAJ created an ethics editorship and a senior Canadian bioethicist was chosen for the position in light of the growing importance of ethics in public policy.4 A chapter of the McDonald report also focused on the mandate of the Canadian Medical …. (shrink)

Nike. McDonald’s Apple. These companies and many others invest millions of dollars each year protecting that one thing that distinguishes them in the marketplace – a trademark. A company’s trademark is the symbol that allows consumers to know that they are dealing with a particular company. This article addresses the extent to which some companies will go to obtain and protect a trademark. Specifically, it will address the fight between Cisco and Apple over the iPhone trademark, as both companies (...) took questionable steps in the United States and abroad to obtain rights to the iPhone mark. In addition, the basics of trademark law and ethical theories relevant to trademark law will be addressed. (shrink)

A limiting factor in ethics education in medical training has been difficulty in assessing competence in ethics. This study was conducted to test the concept that content analysis of pediatric residents’ personal reflections about ethics experiences can identify changes in ethical sensitivity and reasoning over time. Analysis of written narratives focused on two of our ethics curriculum’s goals: 1) To raise sensitivity to ethical issues in everyday clinical practice and 2) to enhance critical reflection on personal and professional values as (...) they affect patient care. Content analysis of written reflections was guided by a tool developed to identify and assess the level of ethical reasoning in eight domains determined to be important aspects of ethical competence. Based on the assessment of narratives written at two times (12 to 16 months/apart) during their training, residents showed significant progress in two specific domains: use of professional values, and use of personal values. Residents did not show decline in ethical reasoning in any domain. This study demonstrates that content analysis of personal narratives may provide a useful method for assessment of developing ethical sensitivity and reasoning. (shrink)