Airway mucin secretion is important pathophysiologically and as a model of polarized epithelial regulated exocytosis. We find the trafficking protein, SNAP23, selectively expressed in secretory cells compared with ciliated and basal cells of airway epithelium by immunohistochemistry and FACS, suggesting that SNAP23 functions in regulated but not constitutive epithelial secretion. Heterozygous SNAP23 deletant mutant mice show spontaneous accumulation of intracellular mucin, indicating a defect in baseline secretion. However mucins are released from perfused tracheas of mutant and wild-type mice at the (...) same rate, suggesting that increased intracellular stores balance reduced release efficiency to yield a fully compensated baseline steady state. In contrast, acute stimulated release of intracellular mucin from mutant mice is impaired whether measured by a static imaging assay 5 min after exposure to the secretagogue ATP or by kinetic analysis of mucins released from perfused tracheas during the first 10 min of ATP exposure. Together, these data indicate that increased intracellular stores cannot fully compensate for the defect in release efficiency during intense stimulation. The lungs of mutant mice develop normally and clear bacteria and instilled polystyrene beads comparable to WT mice, consistent with these functions depending on baseline secretion that is fully compensated. (shrink)

R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.

The everyday expressions of nursing practices are driven by their entanglement in complex flows of social, cultural, political and economic interests. Early expressions of trained nursing practice in the United States and Europe reflect claims of moral, spiritual and clinical exceptionalism. They were both imposed upon—and internalized by—nursing pioneers. These claims were associated with an endogenous narrative of discipline and its physical manifestation in early nursing schools and hospitals, which functioned as “total institutions.” By contrast, the external forces—diffuse yet pervasive—impacting (...) upon contemporary nursing more closely align with the power dynamics explored in Gilles Deleuze's concept of the Society of Control. The example of sensor technology and telemetric monitoring of nurses’ locations in the clinical setting exemplifies the intense presence of surveillance, performance metrics and the “rationalization” of nursing practice. It falls upon nurses to recognize, accept or challenge these dynamics in order to shape the future of nursing practice into a discipline which embodies our values and priorities. (shrink)

R F Dearden; Play and Pleasure, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 37–41, https://doi.org/10.1111/j.1467-9752.1971.tb0044.

R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.

A critical and constructive discussion of philosophical questions which have particular bearing on the formulation of educational aims.

- How can anthropology improve our understanding of the interrelationship between nature and culture? - What can anthropology contribute to practical debates which depend on particular definitions of nature, such as that concerning sustainable development? Humankind has evolved over several million years by living in and utilizing 'nature' and by assimilating it into 'culture'. Indeed, the technological and cultural advancement of the species has been widely acknowledged to rest upon human domination and control of nature. Yet, by the 1960s, the (...) idea of culture in confrontation with nature was being challenged by science, philosophy and the environmental movement. Anthropology is increasingly concerned with such issues as they become more urgent for humankind as a whole. This important book reviews the current state of the concepts of 'nature' we use, both as scientific devices and ideological constructs, and is organised around three themes: - nature as a cultural construction; - the cultural management of the environment; and - relations between plants, animals and humans. (shrink)

The text consists of essays that revolve around the question of the nature and meaning of philosophy, even as it demonstrates philosophy's significance and relevance to some fundamental human problems and issues. The essays present diverse views of what philosophy might be and might aspire to be, with contributors being influenced by a wide range of philosophical approaches and traditions. The conversations also cut across disciplinary boundaries to interrogate and utilize ideas taken from ethics, epistemology, metaphysics, literary studies, cultural studies, (...) and the sociology of science. Traversing regional boundaries, the essays show philosophical analysis at work in exploring some issues pertinent to African, Caribbean, European, and American experiences, even while not ignoring Asian traditions. The collection presents interesting and intriguing views on how philosophical inquiry can illuminate various pressing problems: development, conflict, the discriminating preservation of worthwhile traditions, and the prevalence of apathy. It also reflects the vitality and multifaceted nature of philosophical discourse in grappling with live issues. The edited text is a comprehensive, balanced, and unique anthology of readings capturing the diversity of philosophical investigation. (shrink)

R F Dearden; Happiness and Education, Journal of Philosophy of Education, Volume 2, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-9752.1968.

Overdenkingen in proza en poëzie over filosofische vraagstukken door de in ongenade gevallen Romeinse ex-consul (480-524).

R F Dearden; Competition in Education, Journal of Philosophy of Education, Volume 6, Issue 1, 30 May 2006, Pages 119–133, https://doi.org/10.1111/j.1467-9752.19.

R F Dearden; Competition in Education, Journal of Philosophy of Education, Volume 6, Issue 1, 30 May 2006, Pages 119–133, https://doi.org/10.1111/j.1467-9752.19.

R F Dearden; Education and Politics, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 149–156, https://doi.org/10.1111/j.1467-9752.198.

R F Dearden; Education and Politics, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 149–156, https://doi.org/10.1111/j.1467-9752.198.

R F Dearden; Happiness and Education, Journal of Philosophy of Education, Volume 2, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-9752.1968.

Interactive technology assessment (iTA) provides an answer to the ethical problem of normative bias in evaluation research. This normative bias develops when relevant perspectives on the evaluand (the thing being evaluated) are neglected. In iTA this bias is overcome by incorporating different perspectives into the assessment. As a consequence, justification of decisions based on the assessment is provided by stakeholders having achieved agreement. In this article, agreement is identified with wide reflective equilibrium to show that it indeed has the potential (...) of justifying decisions. We work out several conditions for this agreement to be achievable and just. (shrink)

R F Dearden; Freedom and the Development of Autonomy: a reply to Victor Quinn, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 271–27.

R F Dearden; Freedom and the Development of Autonomy: a reply to Victor Quinn, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 271–27.

R F Dearden; Play and Pleasure, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 37–41, https://doi.org/10.1111/j.1467-9752.1971.tb0044.

Timothy Williamson, in various places, has put forward an argument that is supposed to show that denying bivalence is absurd. This paper is an examination of the logical force of this argument, which is found wanting.

This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in (...) an educational context is considered. (shrink)

Reading the Republic without reference to the less familiar Laws can lead to a distorted view of Plato's political theory. In the Republic the philosopher describes his ideal city; in his last and longest work he deals with the more detailed considerations involved in setting up a second-best 'practical utopia.' The relative neglect of the Laws has stemmed largely from the obscurity of its style and the apparent chaos of its organization so that, although good translations now exist, students of (...) philosophy and political science still find the text inaccessible. This first full-length philosophical introduction to the Laws will therefore prove invaluable. The opening chapters describe the general character of the dialogue and set it in the context of Plato's political philosophy as a whole. Each of the remaining chapters deals with a single topic, ranging over material scattered through the text and so drawing together the threads of the argument in a stimulating and readily comprehensible way. Those topics include education, punishment, responsibility, religion, virtue and pleasure as well as political matters and law itself. Throughout, the author encourages the reader to think critically about Plato's ideas and to see their relevance to present-day philosophical debate. No knowledge of Greek is required and only a limited background in philosophy. Although aimed primarily at students, the book will also be of interest to more advanced readers since it provides for the first time a philosophical, as opposed to linguistic or historical, commentary on the Laws in English. (shrink)

pt. 1. A critique of current educational aims.--pt. 2. Reason.--pt. 3. Education and reason.

ALTHOUGH THE IDEA OF A VIOLATION OF NATURAL LAW IS NOT NECESSARILY INVOLVED IN THE IDEA OF THE MIRACULOUS, THERE IS "ONE KIND" OF MIRACLE WHICH SEEMS TO INVOLVE IT. HUME’S DISCUSSION OF THE EVIDENCE FOR MIRACLES RELATES TO THIS KIND AND IS INTERPRETABLE AS AN ARGUMENT AGAINST ITS POSSIBILITY. ALSO THERE IS AN ARGUMENT THAT THE EXPRESSION "VIOLATION OF NATURAL LAW" SIGNIFIES A CONFUSION IN WHICH THE IDEAS OF NATURAL LAW AND LEGAL LAW COLLAPSE INTO EACH OTHER. NEITHER OF (...) THESE ARGUMENTS IS EFFICACIOUS. FURTHERMORE, THE CONTENTION THAT THERE CAN BE NO SUCH THING AS ESTABLISHING THE "ABSENCE" OF A NATURAL CAUSE IS OPEN TO OBJECTION. HOWEVER, TO BE CONCEIVED AS A VIOLATION OF NATURAL LAW, A MIRACLE MUST BE THOUGHT OF AS AN OCCURRENCE WHICH IS BOTH EMPIRICALLY CERTAIN AND CONCEPTUALLY IMPOSSIBLE--WHICH OUGHT TO MAKE THE NOTION RIDICULOUS. AND YET IT NEED NOT. (shrink)

There are no dictionary meanings or authoritative discussions of "presence" that fix the significance of this word in a way that ought to be accepted by anybody using it. So we are in the welcome possession of great freedom to maneuver when using the term. In fact, the only feasible requirement for its use is that it should maximally contribute to our understanding of the humanities. When trying to satisfy this requirement I shall relate "presence" to representation. Then I focus (...) on a variant of representation in which the past is allowed to travel to the present as a kind of "stowaway" , so that the past is literally "present" in historical representation. I appeal to Runia's notion of so-called "parallel processes" for an analysis of this variant of historical representation. (shrink)

It is well established that retrieval of names is harder than the retrieval of other identity specific information. This paper offers a review of the more influential accounts put forward as explanations of why names are so difficult to retrieve. A series of five experiments tests a number of these accounts.Experiments One to Three examine the claims that names are hard to recall because they are typically meaningless, or unique. Participants are shown photographs of unfamiliar people or familiar people and (...) given three pieces of information about each: a name, a unique piece of information, and a shared piece of information. Learning follows an incidental procedure, and participants are given a surprise recall test. In each experiment shared information is recalled most often, followed by unique information, followed by name. Experiment Four tests both the `uniqueness' account and an account based on the specificity of the naming response. Participants are presented with famous faces and asked to categorise them by semantic group. Results indicate that less time is needed to perform this task when the group is a subset of a larger semantic category. A final experiment examines the claim that names might take longer to access because they are less often retrieved than other classes of information. Latencies show that participants remain more efficient when categorising faces by their occupation than by their name even when they have received extra practice of naming the faces.We conclude that the explanation best able to account for the data is that names are stored separately from other semantic information and can only be accessed after other identity specific information has been retrieved. However, we also argue that the demands we make of these explanations make it likely that no single theory will be able to account for all existing data. (shrink)